SECTION 3. P O L Y N O M I A L .

PERPENDICULAR BISECTOR

3.1. Polynomial and its standard form

Activity Polynomial, standard form, algebraic sum

he volumes of the given cube and rectangular parallelepipeds and write the obtained monomials in the form o

x x 1 1,5
x x x 1
x 2 1,5 2
ny addends are there in the expressions obtained? How is each addend called? Tell the degree of each of the
uld you call the sum of several monomials? Example

Write the monomials of 7,2ab; 3a2; – 11b3c; 8a · 4b in the form of a sum. Determine
the number of monomials involved in the sum. Explain which of them is not given in the
standard form.
Solution: 7,2ab + 3a2 + (– 11b3c) + 8a · 4b.
There are 4 monomials in the sum. 8a · 4b is not in the standard form.

An algebraic sum of monomials is called a polynomial. The algebraic sum means a

sum of addends taking into account their symbols.
For example: a + 2b – 3c = a + 2b + (–3c).
A polynomial is a sum of monomials where each monomial is called a term of this
polynomial. A polymonial with two terms is called a binomial, with three terms a trinomial.

Activity
Explore each term of the polynomial of 9b5 – 2b · 5b4 + 5b2 – 11b + 0,25b · (– 12)b + 15
1. How many terms are there in this polynomial? List them.
2. Bring the terms to the standard form.
3. Combine the similar monomials.

Polynomial
Standard form of a
9b5 + (–10b5) + 5b2 + (– 11b) + (–3b2) + 15
–b5 + 2b2 – 11b +
15 polynomial
Similar monomials Similar monomials

1
 Section 3
A polynomial in which each term is standard and does not have similar terms
is called a polynomial in a standard form. It is necessary to combine similar
addends in order to bring the polynomial to the standard form.
In a standard polynomial, the degree of the highest of the degrees of
monomials is called the degree of the polynomial.
A zero-degree monomial in the polynomial is called a constant term.
Example
Bring the polynomial of x6 + 3xyx + x2y + 4yx2 – 7xxy – 6yyx + y3y – 19 to the
standard form, determine its constant term and degree.
Solution: Let's bring the terms of the polynomial to the standard form and combine
the similar addends:
x6 + 3xyx + x2y + 4yx2 – 7xxy – 6yyx + y3y – 19 = x6 + 3x2y + x2y + 4x2y –
– 7x2y – 6xy2 + y4 – 19 = x6 + y4 + x2y – 6xy2 –19
x6 + y4 + x2y – 6xy2 –19 are polynomials in a standard form. The degrees of the
monomials involved in this polynomial are 6; 4; 3; 3; 0 respectively. The monomial
with the highest degree of them is x6. So, the degree of the polynomial is 6. The
constant term of this polynomial is 19.
Exercises
1. Write the terms of the given polynomials in the table as shown in the example
and note the degree of the polynomial.
a) 2x + 5y – 12; b) – 6x4 + y3 – 5y + 11;1 c) 14a5b +7ab2 – a2b + 8a – 7b;
d) 8,2mnk – 1,02m n + 11a – 9;
2
e) a  0, 6b  3 c 12ab  c  7, 2.
2 9
I II III IV Constant
Polynomial Degree
term term term term term
4x6y – 11x3y + 0,5xy2 + x – 9 4x6y – 11x3y 0,5xy2 x –9 7
2. A cube with an edge of a cm, a rectangle with sides 1 cm each, and a square with a side
of 1 cm is depicted. Determine the volume of the cube, the area of the rectangle, and the
square. Write the obtained monomials in the form of an algebraic sum. Indicate every
term.
a)

b)
 Polynomial. Perpendicular bisector
3. Write the terms and degrees of the given polynomials:
a) 3x5 + 2x3– 4; b) 2x4 – 3x + 2; c) x5 + x4 – 2x2 – 1;
d) 2m + 7;
6
e) 4xy + xy – x + y ; f) a3 – bc – 7.
6 2 2 8

4. Bring the polynomials to the standard form by combining the

similar addends:
a) 10x – 6xy + 3xy; b) 4x4 – 5x + 9x2 – 7x4 + 6x;
c) 6ab – 11ab + 3a2; d) 5a3 + a2 – 12 + 2a2 + a3 – a – 30.
5. Determine which of the given polynomials are equal to 3a2 + b:
a) 4a2 – 4b – a2 + 17b – b; b) 12a3 – 9b – 9a2 + 6b + b;
c) – 0,7a2 – 7b – 2,3a2 + 8b; d) 1,8a2 – 4,2b + 1,2a2 + 5b + 0,2b.
6. Bring the polynomials to the standard form. Which of these polynomials has a
constant term different from zero? Write the degree of each polynomial.
a) – 4p4 + 21p3 + 4p4 – 8p2 + 7p2;
b) 2aa2 + a2 – 6a2 + a3 – a;
c) 8xx5 + 3xx4 – 5x2x3 – 6xx2;
d) 5a · 4b2 – 0,8b · 4b2 – 2ab · 3b + b · 3b2 – 1.
7. Determine the degree of the polynomials:
a) 4a6 – 2a7 + a –1; b) 5p3 – p – 2;
c) 1 – 3x; d) 4xy + xy2 – 5x2 + y;
e) 8x y + 5x y – 11;
4 2 3
f) xy + yz + xz – 1.
8. Combine the similar addends of the polynomials and find the value of the
polynomial for the given values of the variables:
a) 2a3 +3ab – b2 – 6a3 – 7ab + 2b2, a = 2; b = –6
b) mn – 6mn2 – 8mn – 6mn2, m = 0,5; n = –2
1
c) 10xy2 12x2 y  9xy2 , x  , y  9
3
9. Choose some of these monomials 4a, – 3ab, 7a2, –8a2, 9ab, 5a and make:
a) a polynomial in a standard form,
b) a polynomial with similar terms,
c) two polynomials in a standard form by using all the given monomials.
10. Write the given expressions in the form of polynomials:

a) cba ; b) abc  ab ; c) a0c  ac ;

d) cab  ca ; e) abc  bca ; f) ab9  7a .
 Section 3
3.2. Addition of polynomials
Activity Sum of polynomials
1. Find the sum of polynomials based on the pattern.

+x x² x
x² +1 + ++ 1
(3x²+ 3x + 2) + (2x²+ 2x +4)
Remove parentheses and combine similar terms. Indicate the terms of the polynomial obtained.
Write and add polynomials in columns.
+ 3x²+ 3x + 2 x² x 1
2x²+ 2x + 4 5x²+ 5x + 6
(5x²+ 5x + 6)
To find the sum of polynomials, the parentheses are removed (if there are
any), and if there are similar addends, they are combined. When polynomials are
added, similar terms are written under each other.
Exercises
1. a) Write these polynomials 4x3 – 5x – 7 and x3 – 8x in the form of a sum and
express the obtained polynomial in standard form.
b)Write these polynomials x3 – 8x and 4x3 – 5x – 7 in the form of a sum and
express the obtained polynomial in standard form.
Share your thoughts on the results. What properties of addition are applied here?
2. Model and find the sum of the given polynomials:
a) (2x + 3) + (3x – 9); b) (2x2 + 6x + 2) + (x2 + x – 3);
c) (2x + 6x – 2) + (x – 1);
3 3
d) (a3 + 5a2 – 10) + (a3 – 17).
3. Write the given polynomials in columns and find their sum.:
a) (4a + 5b – c) + (8a – 6b + c); b) (3a2 + 8a – 4) + (3 + 8a – 5a2);
c) (b3 – 3b2 + 4b) + (b + 2b2 + b3); ç) (0,1x2 + 0,02y2) + (0,17x2 – 0,08y2).

4. a) If P = 5a2 + b; Q = – 4a2 – b, find P + Q.

b) If A = a2 – b2 + ab; B = 2a2 + 3ab – 5b2; C = – 4a2 + 2ab – 3b2 ,
determine the degree of A + B + C.
5. Seymour says that the sum of five consecutive natural numbers is divisible by 5.
Can you find out if he is right? Is it correct that the sum of four consecutive
natural numbers is divisible by 4? Which number is the sum of four consecutive
odd numbers divisible by? The properties of what other numbers can you say
that are relevant to this regularity?

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 Polynomial. Perpendicular bisector

3.3. Subtraction of polynomials

Activity
1. Determine the polynomials based on the pattern.

x x² x² + x xx + 1 və x² x² + xx + 1 1
1 11
²
ttern as a difference of these polynomials.
– (2x2 + 2x + 4)
arentheses. In this case, how will the sign of monomials in the parentheses preceded by a minus sign change?
+–
Combine the similar terms after removing the parentheses. x²+ x – 2
x2 + 2x + 4), reverse the sign of terms of subtrahend and show as a sum of polynomials. Find the sum of the po

+ (– 2x²) + (– 2x) + (– 4)
x²+x –2
To find the difference between the two polynomials, it is necessary to add the
minuend and the subtrahend the sign of which is reversed .

Exercises
1. a) Write the difference between 8a3 – 12a + 3 and 2a3 – 8a and express the obtained
polynomial in standard form.
b) Write the difference between 2a3 – 8a and 8a3 – 12a + 3 and express the obtained
polynomial in standard form. Share your thoughts on the polynomials obtained.
1. Write the minuend and subtrahend polynomial based on the pattern and find the
difference:

b) xx + x² x² + x – 11
x² x² x² 111 x³x³ 1
+ + 11
x² x² x² xx x²

2. Calculate the given differences by constructing a model using geometric figures:

a) (7m + 3) – (3m + 1); b) (5x2 + 10) – (5x2 + 8); c) (3a3 + 2a + 4) – (a3 + 2).
3. Calculate:
a) 6x²+ 4x – 8 b) 6x³+ 4x²– 8x
– 2x²– 2x + 4 – –2x² +4
 Section 3
4. The table shows the amount of money in the bank account of
Bank account
Samir, Nagi, Yusif, and Nazir. Determine the followings based on Name Balanсe
the table: Samir 6x + 7
a) The difference between which two accounts is equal to Nagi 7x – 10
(5x + 13)? Yusif 12x +3
b) The difference between which two accounts is equal to Nazir 4x +27
(8x - 24)?
c) The difference between which two accounts is equal to (3x –37)?
d) If x = 100 $ olarsa, calculate everyone's balance, determine how many
manats are in whose accounts (here 1$ = 0,78 ₼).
5. Javid framed the "Khinalig"- the work by the People's
Artist of Azerbaijan, Maral Rahmanzada, and hung it
on the wall. The area of the inner rectangle is (x2 + 7)
square centimeters. The area of the painting together
with the frame is (2x2 + 3) square centimeters.
Determine the area of the frame.
6. Construct two polynomials so that their difference is a polynomial of
(3a2 - 5a + 4).
7. Determine the polynomial A using the rules for finding the unknown addend,
minuend, and subtrahend, and write its degree.
a) A + (12y2 + 6y –1) = – 10y + 9; b) (– 6x2 + 7x – 11) – A = 2x2 + 2x –1;
c) A – (6a – 5ab + b ) = 4b – 11ab;
2 3 3
d) (25x5 – 13x3 + 7) + A = 15x5 – 13x2.
8. Calculate the perimeter of the given figures. Note the constant term in the
obtained polynomials.
x+4

3x + 6
3x – 2
9. Perform the operations on the polynomials:
a) (4a + 5b – 6c) + (3a – 7b + 2c) – (2a – b + 7c);
b) (3x3 –7x + 21) – (– x3 – 2x2 – 3x) + (4x3 – 21);
c) (9ax3 – 5ax2 + 6ax) – (– 3ax3 – 6ax2 – 7ax) – (5ax3 + ax);
d) (a3 – 0,12b3) + (0,39a3 – b3 – 9) + (0,01a3 – 1,88b3 +11).

3 3 1 3 3 1 3 3
11. If A  2 b b ; B  b 1 b; C  1 b  6 b,
3
simplify the following
expressions:
5 4 4 5 4 5
a) A + B – C; b) A – B + C; c) B – A + C; ç) C – B –

92
A

93
 Polynomial. Perpendicular bisector

3.4. Multiplying a monomial by a polynomial

Activity
of x and length of x + 2 is given. Explore which polynomial its area is equal to.

ngle is calculated by the formula of S = x (x + 2).

x²xEquate
x the two expressions obtained used to calculate the
ng equation. What operation has been performed here? What property of multiplication has been applied?

To multiply a mononomial by a polynomial, a monomial must be multiplied by ecah term

of a polynomial and the products obtained must be written in the form of an algebraic sum.

Example
Find the product of the monomial – 3a2 and trinomial (4a3 – a + 1).
Solution: – 3a2(4a3 – a + 1) = – 3a2 · 4a3 – (– 3a2 · a) + (– 3a2 · 1) = – 12a5 + 3a3 – 3a2.
Exercises
1. Calculate the area of given rectangles in two ways based on the models. What
can you say about the expressions obtained?
a) x 1111 b) x 111 c) x x 11111
x x²x x x x x
x x²x x x x² x²x x x x x
x
x²x x
x
2. Find the product by modeling:
a) 2x(x + 4); b) x(3x + 1); c) 3x(x + 2).
3. When finding the product, use the arrows indicating the direction of
multiplication and state the degree and constant term of the obtained polynomial.
a) 5(2x + 7); b) 3m(m + 9); c) (b – 11) · 8b;
d) x(– 3x + 6); e) 2x(5x – 3x);
2
f) (10c5 +2c3) · (– 2c2);
g) 6(a – 2a + 6);
2
h) – 10x (– 4x – 3x + 5);
5 3 2
i) n2(7n3 + 11n2 – 1);
j) 2ab(4a2b3 + 5ab3 – 2,1ab); k) – 3x2y3(– 1,1 – 2xy2 + 0,5x – 2,3y3).
Share what multiplication property you apply here.
 Section 3
4. The length of a rectangular parallelepiped
building is 3a, the width is b, and the height is
(a + 2b + c). Which polynomial expresses the
volume of the building?
a + 2b 5. The draft of
Namiq`s garden 3a b
is given in the
garden plan.
4c gar n
de

If a = 8 cm, b = 5 cm, c = 3 cm, determine the area

2b of the garden in the plan. Find the actual area of
the garden, knowing that the scale is 1: 200.
2c
\
6. Find the product of the monomial and polynomial using the column
multiplication method based on the example:
a) 2x
2
b) – 4x2
x –7a³
b x
x
3 2 2x3 + x – 5
5x + 3x – 5x – 3 –2a5 – 6a3b – 5a – 3b
– 8x5 – 4x3 + 20x2
7. Simplify the expressions: ⎛ 1 2⎞
a)  6m  4m  9n   m ;
2
b) – 0,5x2(2x2 + 6x – 7);
⎜ ⎟
⎝ 6 ⎠
c) 2a(a – b) – a(a – 2b); d) – x(x2 – 7) + x2(x – 3);
e) (1 + 3a – a4) · 5a; f) 3a4x (a2 – 2ax + x3 – 1);
2 1 ⎛2 2 3 4 2⎞
g) x 1, 4x  3, 5 y  ; a  ab  b ;
2
h) ab
⎜ ⎟
7 2 ⎝3 4 5 ⎠
1 2 2 2 5⎛ 1 2 5 3⎞
i)  c 1, 2d  6c  ; j)  a y 5ay  a b  a .
2 2

⎜ ⎟
3 5 ⎝ 2 6 ⎠
8. Tanliklari hall edin:
a) 5x + 3(x – 1) = 6x + 11; b) 3x – 5(2 – x) = 54;
c) 8(y – 7) – 3(2y + 9) = 15; ç) 0,6 – 0,5(y – 1) = y + 0,5;
d) 6 + (2 – 4x) + 5 = 3(1 – 3x); e) 0,15(x – 4) = 9,9 – 0,3(x – 1).
9. At what value of the variable:
a) is the value of the expression of 2(3 – 5c) a unit less than the value of 4(1 – c)?
b) is the value of the expression of –3(2x + 1) 20 units greater than the value of (8x + 5)?
c) is the value of the expression of (5x + 7) 3 times less than the value of (61–10x)?
d) is the value of the expression of 8 – y 2 times more than the value of (7 + y)?
10. The perimeter of a triangle is 44 cm. One of its sides is 4 cm smaller than the
second one, and 2 times greater than the length of the third side. Determine the
lengths of the sides of the triangle.

94
 Polynomial. Perpendicular bisector

3.5. Multiplying a polynomial by a polynomial

Activity
1. E x p l o r e t h e p a tt e r n g i v e n f o r t h e a r e a o f t h e r e c t a n g l e
x 111 x 111 with sides x+3 and2x+1
x x xxx x xx x
1 = + x(2x + 1) + 3(2x + 1)
x xxx x xx x
1 111 1
x+ 3 x
The area of the given rectangle is calculated by the formula S = (x + 3) (2x + 1).
What can you say about the expressions (x + 3) (2x + 1) and x (2x + 1) + 3 (2x + 1)?
Calculate the product of these binomials in the direction indicated by the arrows.

+ 3 ∙ 1 = 2x2 + 7x + 3 x+3
x 2x term
mials x + 3 and 2x + 1 by writing them in columns. First multiply x, then 3 by each + 1 of (2x + 1) and add th
2x2 + x
+ 6x + 3
2x2 + 7x + 3

To multiply a polynomial by a polynomial, it is necessary to multiply each

term of the first polynomial by each term of the second polynomial and write
them in the form of an algebraic sum.
Exercises
1. Write the area of the given rectangles in different ways with expressions:
a) x² x²x x b) x²x x c) x² x² x²x x d) x² x² x
x x 11 x 11 x x x 11 x x1
x 11 x x1
x x1
2. Construct a model to find the product of the given polynomials.
a) (x + 3)(x + 3); b) (x + 1)(x + 4); c) (2x + 1)(x + 3); d) (3x + 1)(x + 2);
e) (x + 4)(2x + 3); f) (3x + 1)(x + 1); g) (x + 2)(3x + 2); h) (x + 1)(x + 5).
3. Practical work. Supplies: Colored paper, scissors, ruler, and pencil.
On a colored paper, cut a few green squares with a side of 3 cm, a few red
rectangles 1 cm wide and 3 cm long, and a few blue squares with a side of 1
cm. Using these figures,
construct a model of the
product of any two
polynomials.
 Section 3
4. The child`s blanket is square with a side of x cm. An
adult's blanket is 30 cm wider and 40 cm longer than a
child's blanket. Draw a square depicting a child's
blanket, increase its sides by 30 cm and 40 cm
respectively, and draw an adult's blanket. How does
the area change in this case? Write the area of an
adult's blanket as a polynomial in the form of a
product of two binomials.
5. Samir claims that the models given in the pictures describe the x
x² x² x x² xx
product of the same binomials. Anar says he is wrong. Who of
them do you think is right? What property of the multiplication xx 1
xx 1 x² xx
does the model in the picture reflect? 11
6. Find the product of the polynomials by writing them in x
columns:
2x4 + 3x3
a) (x2 + 2)(x – 3); x
b) (3x2 – 5x)(2 – x); x + 5 2x5 + 10x4
c) (c – 4)(c + 4);
d) (5x2 – 6y2)(6x2 – 5y2); +
3x4 + 15x 3
e) (a + 2b)(2a + b );
2 2
2x5 + 13x4 + 15x3
f) (x2 + 2x + 1)(x + 3);
g) (– p + q)(– 1 – q).
7. When finding the product of polynomials, use the product obtained from multiplying
a monomial by a polynomial:
a) (2x2 + 7x – 3)(x + 3); (3a2 – 3a + 5)(a – 7) =
b) (x3 – 11xy + 5y)(xy – x); = 3a2 · (a – 7) – 3a · (a – 7) +
c) (a – b – c + k)(1 – ac); + 5 · (a – 7) = 3a3 – 21a2 – 3a2 +
d) ⎛(9m
3 – 5mn2+ n1 )(3m
2 2
⎞ – n); + 21a + 5a – 35 = 3a3 – 24a2 +
e) ab  2b  a  6b. + 26a – 35
⎜ ⎟
⎝4 2⎠
1
8. Sevinj calculated that if x  2 , the value of the expression of (5x – 1)(x + 3) –
(x
7
– 2)(5x – 4) equals 49. How can the accuracy of its results be checked effectively?
9. Simplify the given expressions:
a) (x + 3)(x – 3) + (4 – x)x – 3x; b) x(1 – 2x) – (x – 3)(x + 3) + 3x2;
c) x (3 – x) – (2 – x )(x + 1) – 4x ;
2 2 2
d) (x + 2)(x + 2) – x(5 – x) – 2x2.
Determine at which value of x the value of these expressions is equal to a.

96
 3.6. Decomposing a polynomial into factors
Activity

he addednds of the polynomial of ab – 2b + 3a – 6? Do the monomials 3a and 6 have a common factor? Grou
olynomial in the form of (ab – 2b) + (3a – 6). Take the common factor outside each parentheses. How does th
ich of these factors are common?
pression will you write in parentheses?
consisit of? What would you call this operation? Explain your thoughts.
The representation of a polynomial in the form of the product of several
polynomials is called its decomposition into factors.
Example
Decompose the polynomial ac + bd – bc – ad into factors.
Solution: Let`s group monomials with the same (common) factors of the given polynomial:
ac + bd – bc – ad = ac– bc + bd – ad
Let`s take the common factor outside the parentheses.: the common factor in ac–
bc is c, in bd – ad is d. (To get the factor (a – b) inside the parentheses, factor d is
taken outside the parentheses).
c(a – b) – d(a – b). The common factor in this polynomial is the binomial of (a – b). If
we take that outside the parentheses, we will get (a – b)(c – d).
Thus, we decomposed the polynomial into factors by grouping:
ac + bd – bc – ad = ac – bc + bd – ad = c(a– b) – d(a – b) = (a – b)(c – d).
The method given in the example is the method of decomposing a polynomial into
factors by grouping.
Exercises
1. Kamala decomposed several polynomials into factors as follows. Find the product of the
binomials and determine whether the decomposition of the polynomials into factors is true
or false.
Polynomial Decomposition into True False
factors
x(b + c) + 4b + 4c (x + 4)(b + c)
2c – 2d + p(c – d) (2 – c)(p – d)
mx + my + 6x + 6y (m + 6)(x + y)
 2. Write the polynomial representing the area of the rectangle ABCD. Based on the
picture, determine the product of which two binomials this polynomial is equal to.
A B A B

ab a² ab a² a²

bc ac bd 2ad

D
a) C D C
b)
3. Construct a rectangular model corresponding to the given polynomial.
Determine which binomials the sides of the rectangle are represented by.
a) ab + ac + 2b + 2c; b) x2 + 2xy + y2; c) 8y + cz + 8z + cy.
4. One of the factors of the polynomial is given in the table. Determine which
binomial is the unknown factor.
Polynomial I factor II factor
a) ax + 6(b + x) + ab a+6 ?
b) mn – mk + xk – xn ? m–x
c) ax – 2bx + ay – 2by x+y ?
d) 1 – bx – x + b 1–x ?
5. Decompose the polynomial into factors: 3x3 – 2y3 – 6x2y2 + xy =
a) x3 + x2 + x + 1; b) a2 – ab – 8a + 8b; = 3x3 – 6x2y2 + xy – 2y3 =
c) y – y – y + 1;
5 3 2
d) ab – 5b + b2 – 5a; = 3x2(x – 2y2) + y(x – 2y2) =
e) a4 + 2a3 – a – 2; f) 7x – xy + 7y – x2; a) = (x – 2y2)(3x2 + y)
g)b6 – 3b4 – 2b2 + 6; h) kn – mn – n2 +
mk.
6. By expressing the monomial 7a as a sum of monomials 3a and 4a, Samir
decomposed the trinomial a2 + 7a + 12 into factors by grouping. Why do you
think Samir did that? Namig, on the other hand, expressed the monomial 7a as a
sum of 2a + 5a, but could not decompose the polynomial into factors. Why?
Explain your thoughts.
7. Perform the following algorithm to decompose the trinomial x2 + 6x + 5 into
factors:
I. Find two natural numbers of which the product is 5, the sum is 6.
II. Express the monomial 6x as the sum of two monomials so that their coefficients
are natural numbers found as a result of the first operation.
 III. Decompose the polynomial into factors by grouping.
IV. Check the accuracy of the result by finding the product of the obtained
binomials.
 8. Using the algorithm given in the previous task, decompose the following
polynomials into factors:
a) a2 – 5a + 4; b) a2 – 6a – 16; c) x2 + 9xy + 8y2;
d) a + 7ab + 6b ;
2 2
e) y2 – 9xy + 8x2; f) m2 – 5mn + 4n2.
9. Gulnar grouped the trinomial 2am + 2an - 3bn - 3bm as (2am + 2an) - (3bn +
3bm) and decomposed that into factors. Ali grouped this polynomial as (2am -
3bm) + (2an - 3bn) and decomposed that into factors. Who do you think made
grouping correctly? Share your opinion on the results they obtained.
10. Decompose the expressions into factors and calculate them at the given value
of the variables:
a) 5a2 – 5ax – 7a + 7x, x = – 3, a = 4;
b) m2 – mn – 3m + 3n, m = 0,5, n = 0,25;
c) a2 + ab – 11a – 11b, a = 6,6, b = 0,4;
7
d) a2 – ab – 2a + 2b, a , b = 0,15.
20
11. Calculate:
a) 139 · 18 + 139 · 21 + 261 · 21 + 261 · 18;
b) 125 · 48 – 31 · 82 – 31 · 43 + 125 · 83;
c) 44,7 · 13 – 2 · 44,7 + 13 · 5,3 – 2 · 5,3;
1 1 2 1 4 2
d) 3  4  4, 2   3  2  2,8  .
3 5 3 3 5 3
12. If the product of several factors is zero, what can be said about these factors?
Do you think each of the factors is equal to zero? If none of the factors is equal
to zero, is it possible to say that the product is equal to zero?
13. Solve the equations using the condition that the product is equal to zero:
a) x(x – 8) + 2(x – 8) = 0; b) y(y – 12) + y – 12 = 0;
c) a + 4 – a(a + 4) = 0; d) (x2 – 5x) + x – 5 = 0;
e) (x + 7x) – 4x – 28 = 0;
2
f) 5x2 – 10x + (x – 2) = 0.
14. Write a monomial instead of dots so that the equation is true:
a) 6a3 – 15a2b – 14ab + … = (2a – 5b)(. );
b) 12x3 + 42x2y – ... – 35y3 = (... +.......)(6x2 – 5y2);
c) 24m4 – 18m3 – 4mn3 + ... = (...– ...)(.............);
d) 36y5 – 54y4 + 10y – ... = (...– ...)(... +.......).
15. Decompose the given expressions
into factors:
a) x(x + 2) – (y + 1)(y – 1);
b) (x + 1)(x + 2)(x + 3)(x + 4) – 24.
 3.7. Perpendicular and oblique lines
t of the perpendicular. Perpendicularity is denoted by the symbol of . AHa based on Picture 1. The distance
A from point A

a
B H
Picture l

line with the foot of the perpendicular is called the projection of the oblique line on the straight line. The line segment BH is
aight line a is greater than the perpendicular drawn from this point to this straight line: AB> AH.

Exercises
1. Draw a straight line m and mark point M that is not on this straight line. Draw
perpendicular and oblique lines from point M to the straight line m. Which of
these line segments is the distance between point M and the straight line m?
A
2. Show the followings based on Picture 2:
a) oblique lines;
b) the foot of oblique lines;
c) a perpendicular;
a
ç) the foot of a perpendicular; C B K E
d) oblique projections; PİCTURE 2
e) distance from point A to the straight line a.
3. Draw a) acute; b) right; c) obtuse triangles. Indicate the distance from each
vertex of these triangles to the opposite side.
4. The width of the rectangle is 3 cm 4 mm, and its length is 3 times more than this.
Find the distance from each vertex of the rectangle to the opposite side.
5. The dimensions of a rectangular parallelepiped are 12 cm, 15 cm, and 16.2 cm.
Determine the distance from each vertex to the edges.
6. Two congruent oblique lines with an angle of 60 ° between them are drawn on
the straight line from a point that is not on this straight line. If the length of the
 oblique line is 8 cm, determine the distance between the feet of it.

3.8. Bisecting a line segment

Activity
Finding the midpoint of the line segment:
1. Draw a line segment AB of 4 cm in length.
2. Stretch the legs of the compass to the
length of the line segment AB. Draw a
circle of radius AB by fixing the sharp
end of the compass on point A.
Compass, ruler
A B
3. Without changing the distance between
the legs of the compass, draw a circle by
fixing the sharp end on point B.

A B
A B

4. Draw a straight line through the intersection point of the circles (points C and D) using
a ruler. Mark the point of intersection of this straight line with the line segment AB
with the letter O. The point O is the midpoint of the line segment AB and divides it into
two equal parts.
C A O B
5. How can you justify that the line
segments OA and OB are equal?
Share your thoughts.
O C
A B

O
D A B
6. What can be said about the type of
triangles ADC and BDC? Are these
triangles congruent? Is the line segment
CO a bisector of the triangle ABC?
D
Can we call the line segment CO the median of the triangle ABC? Why? If CO is the
median, is point O a midpoint of the line segment AB?
 Exercises
1. Draw a vertical line segment MN of any length. Find its midpoint.
2. Construct a line segment equal to the sum (difference) of two line segments a
and b whose length is given and bisect the line segment obtained.
3. Practical work. The pupils are divided into 3 groups. Group 1 joins the points in the
sequence obtained by finding the midpoints of the triangle ABC, Group 2 of the
rectangle ABCD, and Group 3 of the sides of the square MNPK using a compass.
Each group paints the figure obtained.
A A B M N

B CD C K P
PICTURE l

4. Draw an obtuse triangle MNK. Construct its medians by determining the

midpoint of its sides using a compass.
5. Divide the 9.6 cm long line segment into four equal parts. How many places do
you need to divide that line segment into first? After dividing the line segment,
make sure that you have done the construction correctly by measuring the
lengths of the line segments obtained.
6. How to divide a given line segment into 3 equal
parts? Using a compass, divide the line segment
AB = 12 cm into 3 equal parts.
7. Draw a hexagonal figure (Picture 2) with equal
sides on a checkered sheet of paper. Bisect its
sides each time and join the obtained points.
Continue this construction 5 times. Paint the
resulting pattern. Construct any pattern by
drawing another figure.
8. Divide the given
a) line segment AB;
b) triangle ABC;
c) rectangle ABCD into 2, 4, 8, 16 PİCTURE
equal parts. 2
 3.9. Perpendicular bisector of a line segment
Activity
1. Draw a line segment AB of any length. A B
us unit, you learned how to construct the midpoint of a line segment. Construct the midpoint of the line segm

the line segment CO is an altitude of the triangle ABC? Why? If CO is an

C altitude, what can be said about the

A O B

D
Exercises
1. Complete the algorithm to construct a straight line perpendicular to the straight
line m from point K marked on the straight line m.
I. Fix the sharp end of a compass on point K and divide equal line segments on the
straight line m from point K (Picture 1). m M K N
PİCTURE l
II. Mark the endpoints of the line segment with the letters M and N.
III. ...
2. Construct straight lines perpendicular to the straight line a from the points A, B,
and C given on the straight line a. Check the accuracy of the construction with
the help of the triangle ruler. Share your opinion on the position of the straight
lines obtained.
3. Draw a straight line b and mark point
A that is not on this straight line.
From this point, construct a straight
line perpendicular to the line b.
A
INSTRUCTION: Using a compass, draw a
circle, the center of which is at point
A and that intersects the straight line b
at two points.
b
 3.10. Central symmetry
Activity
in your notebook. Join these points by drawing a straight line. AO
compass to the length of the line segment OA, fix the sharp end of the compass on point O and mark the line segment O

can be said about OA and OA1? Express your thoughts on point O. How are points A and A1 located with resp

On a straight line passing through points O and A, point A1 that corresponds

to condition OA1͠= OA is called a point symmetric with point A with respect to
point O.
Point O is a point symmetry and called a center of symmetry.

1. Construct a point symmetric to

A

picture l
2. What can you say about the location of a point that is symmetric to point A with respect

If a point is a symmetric to each point of a figure with respect to point O,

then the figure is called a centerally symmetric figure, and the point O is called
the center of symmetry of the figure.
Symmetry is often found in art, architecture, technology, and everyday life.
Most of the patterns on carpets, wallpapers and fabrics are figures with a center
of symmetry.
 Example
Construct a figure symmetric to the figure given in Picture 1 B
with respect to point O.
Solution: To construct a figure symmetric to the figure ABCD with
respect to point O, it is sufficient to construct points C O
symmetric to the vertices of that figure with respect to A
point O (Picture 3).
D
PİCTURE 2
B D1 D1
A1 B A1
C1
Points Aı,, Bı,, Cı,, Dı C1
C O are joined in a sequence. O
A B1
D C (Picture 4). B1
A D
PİCTURE 3 PİCTURE 4
The obtained figure A1B1C1D1 is symmetric to ABCD with respect to point O.

Exercises
1. Visually estimate which of the points on a straight line a (Picture 5) are
symmetric with respect to point O. Check the accuracy of your estimation by
making necessary measurements.
a K F E A O B C D
PİCTURE 5.
2. The children constructed a line segment symmetric to the line segment AB with
respect to point O. However, different line segments were constructed by each of
them. Find out which of the children's constructions is correct and construct a
line segment of MN in your notebook that is symmetric to the line segment AB
with respect to point O.
B N B N

O O
A M A M
Sabina`s construction
Melek`s construction

B B
O N O
A M A
Elgiz`s construction Your construction
3. Construct points symmetric to the points given in Picture 6 with respect to point
A. Join all the points in sequence. What can be said about the figure obtained?

A A A

a) b) c)
PİCTURE 6
4. The straight line c intersects the line segment AB at point O and OA ≠ OB. Are
points A and B symmetric with respect to point O? Why?
5. Do a) ray; b) straight line; c) two intersecting straight lines; d) square; e) triangle
have a center of symmetry? Indicate their center of symmetry.
6. Construct figures symmetric to the given figures (Picture 7 a, b) with respect to
point O.

O O

a) PİCTURE 7 b)

7. Construct figures symmetric to the given figures (Picture 8 a, b, c) with respect

to point O.

O O
O

a) b) c)
PİCTURE 8

8. Construct a triangle MNP symmetric to the obtuse triangle ABC with respect to
the point of intersection of its altitudes.
9. Line segments AB and A₁B₁ are symmetric with B
respect to any point O. In this symmetry, determine A1
the location of the point that is symmetric to point P
(Picture 9). A
B1 PİCTURE 9
 3.11. Identity. Identity transformations
Activity
Assert that the equation (a - 8) (b + 3) –1 = ab - 8b + 3a - 25 is true.
1. Find the product of the binomials on the left-hand side of the equation. Bring the
obtained polynomial to the standard form. Which polynomial did you get?
2. Put the common factor of the expression ab - 8b which is on the right-hand side of
the equation outside the parentheses. What transformation would you make in
expression 3a - 25, to decompose it into factors? Is it possible to write -24 - 1 for the
monomial 25?
3. Is there a common factor in the obtained binomials (ab - 8b) and (3a - 24)? Why is a
number – 1 not included in these expressions?
4. Was it possible to prove the validity of the equation? Share your thoughts on the
equation.

An equation which is true for all real values of its variables is called an identity.

To assert the identity, it is necessary to transform the expression on the left-hand side to the expression
The transformation of one expression to another one that is equal to that is called the identity transform

Example
Assert the equation (x + 5)(x – 4) + 12 = (x – 1) (x + 2) – 6.
Solution: To assert the identity, let`s indicate that both sides of the equation are equal to
the same expression:
6
left-hand side right-hand side

Left-hand side: (x + 5)(x – 4) + 12 = x2 – 4x + 5x – 20 + 12 = x2 + x – 8

Right-hand side: (x – 1) (x + 2) – 6 = x2 + 2x – x – 2 – 6 = x2 + x – 8
The given equation is an identity as both sides are equal to the same expression.
Exercises
1. Karim claims that the equation 21c(a – b ) = – 21c(b – a) is an identity. Do you think
he is right? Why? How can you explain this without removing the parentheses?
2. a) Write the verbal description of the commutative and associative properties of
addition. Assert that they are identical.
b) Write the verbal description of the commutative and associative properties of
multiplication. Are these equations identity?
 c)What property does the equation a (b + c) = ab + bc represent? Can it be said
that this equation is an identity?
1
Share your thoughts on equations a + 0 = 0 + a; a · 1 = a; a  a
1; a + (– a) = 0
3. Assert that the given equations are not identities:
a) 2a + 4b = 2(a + 4b); b) x = x + 1;
c) a + b – c = a – c + b; d) (m – n)(k – p) = (n – m)(p – k).
4. Choose the ones that are equal from the given expressions and write in the form of
identity:
ab – am – bm + m2 a2 –2ab + b2 a2 – b2
–(m – n) n–m m2 – n2
(a – b)(a + b) n2 – m2 (n – m)(n – m)
(a – m)(b – m) (a – b)(a – b)
5. Assert the identites:
a) (m – 2k)(m + k) = m2 – km – 2k2; b) b(b – 4c) + 5bc = b(b +c);
c) a(a +11) + a(a2 – 11) = a2(a + 1); d) (3 – p)(p + 2) –1 = (p+8)(9 – p) – 67.
6. Which monomial would you add to the right-hand or left-hand side of the
equation to make the expressions identities? Explain your thoughts.
a) (a + 5)(a – 12) = a2 – 60...; b) y2 – 2... = (y + 1)(y – 1);
c) (m – 7)(m + 10) = m + 2m – 70...;
2
d) x2 – 12x + 30... = (x –7)(x – 5).
7. The given expressions are equal to any constant number. Predict this constant
number without performing any transformations on the expressions. Then verify
your prediction by performing identity transformations on the expressions.
a) (a – 3)(a2 – 8a +5) – (a – 8)(a2 – 3a + 5);
b) (x2– 3x + 2)(2x + 5) – (2x2 + 7x + 17)(x – 4);
c) (b2 + 4b – 5)(b – 2) + (3 – b)(b2 + 5b + 2).
8. a) Write a trinomial so that it can be expressed as the product of binomials.
b) Write the square of any binomial using the variables a and b and convert it to a
polynomial.
c) Write the cube of any binomial using the variables x and y and convert it to a
polynomial.
9.Assert the identities:
a) a(b + c)2 + b(a + c)2 + c(a + b)2 – 4abc = (a + b)(a + c)(b + c).
b) (a + b + c)( ab + ac + bc) – abc = (a + b)( a + c)(b + c).
c) Assert that if a + b + c = 0, the followings are identities:
a(a + b)(a + c) = abc, b(b + a)(b + c) = abc, c(c + a)(c + b) = abc.
 3.12. Linear equation with one variable
Activity
1. Add 12 to each side of the equation 6x - 12 = 18 + 4x.
2. What equation did you get? Subtract the monomial 4x from each side of the
equation.
3. Determine x in the next equation.
4. How else can this equation be solved? How does the sign in front of the
monomial change when the monomials are moved to the same side of the
equation? Explain your answer.
The equation given in the form of ax = b is called a standard form of a linear equation
with one variable. Here a ≠ 0 and x = b: a is a root of the equation.
1. The same expression can be added or subtracted on both sides of the equation.
2. Both sides of the equation can be multiplied or divided by any number other than
zero.
An equation that can be transformed into a standard form of a linear equation with
identity transformations is called a linear equation.
For example: ax + b = cx + d is a linear equation.
CONDİTİONS FOR THE EXİSTENCE OF A SOLUTİON OF A STANDARD FORM OF THE LİNEAR EQUATİON::
1. If a ≠ 0, there is only one solution x = b : a;
2. If a = 0, b ≠ 0, there is no solution: x = 
 If a = 0, b = 0, there are an infinite number of solutions.
Exercises
1. Solve the equations:
a) 13 – 100x = 0; b) 7x – 4 = x – 16; c) 13 – 5x = 8 – 2x;
d) 4y + 15 = 6y + 17; e) 5x + (3x – 7) = 9; f) 3y – (5 – y) = 11;
g) 13 – (5x + 11) = 6x; h) (7x + 1) – (6x + 3) = 5; i) (5x + 2) – (4x + 7) = 8.
2. Solve the equations, taking into account the sign in front of the parentheses:
a) (13x – 15) – (9 + 6x) = – 3x; b) 12 – (4x – 18) = (36 + 4x) + (18 – 6x);
c) 1,6 – (x – 2,8) = (0,2x +1,5) – 0,7; d) 5(5x – 1) – 2,7x + 0,2x = 6,5 – 0,5x;
e) (0,5x + 1,2) – ( 3,6x – 4,5) = (4,8x – 0,3) + (10,5x + 0,6).
3. Solve the equations:
a) 5(x – 3) – 2(x – 7) + 7(2x + 6) = 7;
b) 11(y – 4) + 10(5 – 3y) – 3(4 – 3y) = – 6;
c) 5(8z – 1) – 7(4z + 1) + 8(7 – 4z) = 9;
ç) 10(3x – 2) – 3(5x + 2) + 5(11 – 4x) = 25.
4. Determine whether the given equations are linear equations with one
variable or not and find their root:
11 2x 3x 6x x x y y
a)  ; b)  ; c)   8; ç)   14.
7 5 5 3 3 5 3 4
5. Solve the equations:
x4 2  4x 3x  7 x  17
a) 5  9  9 ; b) 2  4  5  0;
8y 54y y6 4 x  7 3x  2 5 x  2
c) 6  3  2 ; d) 5  2  2  32.
6. Write the given expressions in the form of an equation and solve:
a) if we reduce the number a by 26%, we get 7,4;
b) if we increase the number m by 20%, we get 9,6;
c) the product of 3,25 and x is 2 times more than the sum of 1 and x;
7
d) the sum of and 2y is 3 times less than the one-fourth of 25y.
12
Example
1) Solve the equation |x| = 9.
Solution: The modulus (absolute value) of a number is zero or a positive number. There
are two numbers whose modulus is 9: - 9 and 9. Then x = 9 and
x = - 9.
2) How many roots do the equation |2x + 5| = 0 have? Answer: 9 and – 9.
Solution: A number whose modulus is zero is only 0.
So, 2x + 5 = 0, 2x = – 5, x = – 2,5. Answer: The equation has one root.
3) Solve the equation |8 – 3x| + 16 = 0.
Solution: To solve the problem, we add -16 to each side of the equation (or move the
number 16 on the left-hand side of the equation to the right).
|8 – 3x| + 16 –16 = 0 – 16. If we simplify, we will get |8 – 3x| = –16. Since the
modulus is not a number equal to a negative number, this equation has no root.
7. Solve the equations whose variable is within modulus sign: Answer: 
a) |x| = 5; b) |2a| = – 7; c) |x – 3| = 0,3; d) |3x + 17| = 0;
1 = 2,75.
4e) 2|m| = 12; f) 0,25|x – 8| = 5; g) 16 + |x| = 11; h) |x| –
4
8. Determine how many roots the given equations have without solving them.
Decide if your ideas are right or wrong by solving the equations:
x 11
a) |10x – 9| = 14; b) |– 3x + 21| + 4 = 4; c)  2;
5
1 7 7 x 1
d) 1 x  ; e)  a  7 ; f) 1  0.
4 2 8 6
9. Solve the equations using the definition of the module:
a) |x – 3| = 2; b) |3x – 7| = 0,3;
c) |0,6x + 1| = 4; d) |x + 3| = – 1;
e) |– x + 100| = 10; f) |3,4 – x| = 2;
a) x 19 1
8  1; f) 8, 5  0, 4a  1 .
2
 3.13. Absolute error
Measured values of the quantities are sometimes used to solve practical
problems. You have become familiar with the concept of a measured value when
rounding numbers and measuring quantities with tools. Now let's explore the error
between the measured and actual values of the quantity.
Activity
book “Mathematics 7” with both rulers. Write the numbers obtained. Compare the results. Was the same result obtain
d measured values, assuming that the actual length is 24 cm. How do you think the number you got can be called?

picture l

Example
1. The length of a piece of wood (l ) is between 3.6 cm and
3.7 cm, based on the picture. (l ). Therefore, it can be
written that l  36,5 + 0,5 = 37 (mm) or l  36,5 – 0,5 = wood
36 (mm), i.e. the length of the wood is given with an
accuracy to the nearest 0.5 mm. l  36,5 + 0,5 mm
2. The measurement error here is considered to be |37 – 36,5| PİCTURE 2
= 0,5 (mm) or |36 – 36,5| = 0,5 (mm).
The modulus of the difference between the actual (a) and the measured (x) value of
the quantity is called the absolute error of the measured value.  = |a – x|
Absolute error = |actual value – measured value|
The absolute error indicates how much the measured value obtained as a result
of the measurements differs from the actual value of the quantity.
If a  b, the double inequality |a – b| < a < a  b is true for a -the actual value
of the quantity |a – b| < a < a  b (here a > 0).

Example
Round 5,019 to the nearest 1/100 and 1/10. Calculate the absolute error made during
rounding.
Solution: 5,019  5,02 (rounding to one hundredth). This time, the number
increased to 0.001, i.e. the absolute error is |5,019 – 5,02| = 0,001.
5,019  5 (rounding to one tenth). This time, the number decreased to
0,019, i.e. the absolute error is |5,019 – 5| = 0,019.
 Exercises
1. Calculate the errors obtained in rounding and complete the table:
Given number Round number Operation Error
54.763 54.76
54.766 54.77 6 > 5, 1 is added + 0.004
54.765 54.76
54.7652 54.77
54.7699 54.77 99 > 50, 1 is subtracted – 0,0001
2. On the number line: “7”
a) any number between
6 1
and 7 is taken to be approximately equal
1 2
2 45 671
89
to 7a. What is the greatest absolute error in PİCTURE 3
this case? (Picture 3) “8”
b) Any number between 7 and 9 is taken to be
approximately equal to 8. What is the 4 6 82
absolute error in this case? (Picture 4)
PİCTURE 4
3. It is known that the length of the fence is 12.5 m with an accuracy of 0.1 m. Between
which numbers is the number indicating the length of the fence located?
4. The width and length of a rectangle are 6 m and 8 m, respectively, with an accuracy of 1
cm. Between which numbers is the number indicating the width and length of a rectangle
located? Between which numbers is the area of the rectangle located?
5. The dimensions of a rectangular parallelepiped are 23 cm, 24 cm, and 27 cm with an
accuracy of 2 cm. Between which numbers is the number indicating its volume located?
6. The air temperature is measured with a thermometer and it is determined to be 18.6°C.
The value of the thermometer division is 0.2°. If the measurement is made with an
accuracy of 0.1, what can the actual temperature of the air be?
7. Ali rounded the number 25,925 to the nearest tenth, hundredth, and ones, and calculated
the absolute error of the measured value for each case. Assume in which case the value
of the absolute error is greater. Check the accuracy of your answer by doing
calculations.
8. - show this fraction as a decimal fraction, then round this fraction to the nearest
2 tenth, hundredth, and thousandth. Calculate the absolute error of the measured
value for each case
3

9. The absolute error when measuring the length of a table is 1 cm, and the absolute
error when measuring the distance between cities is 1 m = 100 cm. Which
measurement do you think is more accurate? Why? Substantiate your opinion.
10. Samad
claims that the measured value of the fraction is 0,556 with an accuracy
of 0,001.
However, Elmir claims that this number is 0.555. Who of them do you think is right?
11. Practical work. Place the ruler next to the spiral as shown in the picture
(Picture 5a) and hang any heavy object from its end. Examine the final position
of the end of the spiral in 3 directions (Picture 5b) and explain to which number
it corresponds on the ruler. Determine which direction you should looking at to
get a more accurate result.

a) b)
picture 5

12. Picture 6 shows how to use rulers and

triangles to measure the altitude of the
cone, the length of the scissors, and
the diameter of the sphere. You can b)
use these methods to determine the
dimensions of these figures. Take the c)
absolute error of the measured value
equal to 0.1 mm. a) picture 6

13. Practical work. The caliper (Picture 7) is a measuring instrument with higher
measurement accuracy. It can be used to measure the internal and external
linear dimensions of a part, the depth of a hole, or a ledge. Find the linear
dimensions of any part around you using a caliper. The absolute error of the
measured value is shown on the instrument (vernier).
Main scale

Vernier scale

picture 7
 3.14. Relative error
Activity
the level of absolute error:
one tenth. Determine the absolute error.
the value of the absolute error to the actual value of the quantity using the calculator.
ulting number by 100 to convert that to a percentage.
centage of the ratio of the value of the absolute error to the actual value? Do you think this is more or less? E
Example
The thickness of human hair, measured to the nearest 0.01 mm, is 0.15 mm.
The distance from the Earth to the Moon, measured with the accuracy of 500 km, is
384,000 km. Which measurement is more accurate?
Solution: Let`s express the ratio of the absolute error of the hair thickness to the
thickness of the hair as a percentage:

If express the ratio of the absolute error made when measuring the distance
from the Earth to the Moon to the distance as a percentage, we will get

As 0,13% < 6,7%, the distance from the Earth to the Moon has been measured more accurately.
The ratio of the value of the absolute error to the modulus of the actual value of the
quantity is called the relative error of the measured value.
By finding the relative error, it is possible to determine the extent of the error, i.e. the
level of accuracy of the measurement. Relative error is mainly expressed as a percentage.

Absolute value
Relative error = | actual value |
Absolute value
Relative error () = | actual value| .100 %

Exercises
1. Round 8,345 to the ones. Determine the absolute and relative error.
2. When rounding the number 2,45 to one-tenth, which of the equalities 2,452,4
or 2,452,5 is correct? Calculate the relative error of both of these equalities and
substantiate the answer you choose.
3. Fat was weighed with an accuracy of 5 g and sugar with an accuracy of 3 g on
the scales. Evaluate the relative errors of the masses of the food as a percentage
and determine the quality of the measurements. (Picture 1).

PİCTURE l
4. Express numbers in decimal form. Round the fractions to one hundredth.
Complete the table by calculating the absolute and relative error with a
calculator (round the results to one tenth).
Ədəd Decimal fraction Absolute error Relative error
(rounded)

3
48
1
79
3
10 16
5. Practical work. Measure the length of the pen in your hand with different
rulers. Write measured values. Calculate the absolute and relative error.
6. Seymour determined that the length of a piece of wood was 269 mm with an
accuracy of 1 mm, and Taleh determined that the length of another piece of
wood was 189 cm with an accuracy of 1 cm. Who of them performed did the
measurement more accurately? Why?
7. The measured value is 4,89, and the relative error is 1%-dir. Determine the
absolute error of the measured value.
8. Complete the table.
The height Result obtained Accurate
Absolute Relative measurement
of the house with the
measurement error error

Narmin`s house 12 m 0,1 m

Ugur`s house 5m 3%
Nigar`s house 8m 0,02 m
Inayat`s house 7m 10 sm
 Consolidation
1. Bring the polynomials to the standard
form and write their degree: 9. Mark point K on one side of the
triangle ABC. Construct a triangle
a) – 3xy + 9xy – 12xy; symmetric to the triangle ABC with
b) 8x3 – 11x + 8x3 – 10x3 + 16x; respect to point K.
c) 15a5 + a3 – 12 + 2a5 – a3 – 30. 10. Assert the identity:
a) a(b – x) + x(a + b) = b(a + x);
2. Find the sum and the difference of the b) 16 – (a + 3)(a + 2) = 4 – (6 + a)(a –
polynomials : 1).
a) (– 3ab + 6b –3c) va (7ab – 6b + 11. Solve the equations:
2c); a) (2x + 1)2 = 13 + 4x2;
b) (8x2 + 11x – 1) va (3 + 5x – 5x2). b) (3x – 1)2 – 9x2 = – 35;
3. Draw an equilateral triangle ABC. c) 4(x – 4)(x + 8) =
Construct and join the midpoint of its = (3x + 2)(x – 5)+(x – 1)(x + 1);
x5
sides with a compass and a ruler. ç)  8.
4. Construct a straight line b 6
perpendicular to the straight line a 12. Round 6,789 to the nearest tenth.
from point A that is on the straight Calculate the absolute and relative
line a with a compass and a ruler. error of the measured value
5. From a point not on a straight line, a
obtained.
perpendicular and oblique line were
13. Which of the following
drawn to this straight line. Determine
the type of triangle obtained. measurements has been done more
6. Find the product and write the degree accurately?
of the polynomials: a) ) on a weighing machine
a) – 2x4y (x2 – 2xy + y3 – 6); (scales for measuring heavy
b) (x + 8)(x – 7); masses) measuring with an error
c) (x + y – 2)(x3 + 4). of 100 kg the weight of one
7. Decompose the polynomials wagon is 50 tons;
into factors: b) on a scale measuring with
a) a3 – a2 + a – 1; an error of 0.01 g a quantity of
medicine is 5 g.

14. Solve the equations:

5x  4 2  7x x  3
a) b) y(y   ;
b) x2 – xy – 9x + 9y; 5 
c) m2 – 8m + 12. + 2) +
y+2 b)
8. Solve the equations: = 0. 0,
a) m(m – 5) + 8(m – 5) = 0; 75
 3 2
7  3x 10x  3
4  3 .
 S E C T İ O N 4 . SHORT MULTIPLICATION
FORMULAS. CONDITION OF PARALLELISM
4.1. The square of the sum and difference of two
expressions
Activity
Construct a model of the product (x + 1)(x + 1) with the help of geometric
figures. Draw two intersecting lines as shown in the picture. Indicate the first
factor on a horizontal line, and the second factor on a vertical line with a square
with a side length 1unit and a rectangle with side lengths 1 and x units. Place the
terms with a positive sign in the positive direction (on the right-hand side and
above the intersection), and the terms with a negative sign in the negative direction (on
the left and below the intersection). The signs (+, -) written in the corners of the model
indicate the terms of the polynomial obtained in the product. Inside the model, construct
rectangles and squares with side lengths 1 and x units. Write the areas of the obtained
figures in the form of an algebraic sum.
– + –
1+ S = x²kv.v
1 1 x x² x
x
x x x² x x 1 S = x kv.v
x 1 x 1 1 S = 1 kv.v
1
Based on the first model, is it
possible to write
– – (x + 1)(x + 1) =
+ +
+ + = (x + 1)2 = x2 + 2x + 1?
– x – x Based on the first model, is it
possible to write
1 1 x 1 1 x (x – 2)(x – 2) =
1 11
1
= (x – 2)2 = x2 – 4x + 4?
+ – + – Express your opinion based on the
model.

Activity
the expressions (x + 1)2 and (x – 2)2 as a product of binomials to transform them into a polynomial and find the product
= (x + 1)(x + 1) = x2 + x + x + 1 = x2 + 2x + 1 (x – 2)2 = (x – 2)(x – 2) = x2 – 2x – 2x + 4 = x2 – 4x + 4
ine which regularity is used in the obtained trinomial.
The formula for the square of a sum of two expressions. The square of the sum of two expressions is
equal to the sum of the squares of these terms and plus the sum of two times their product. (a + b)2 = a2 + b2 +
2ab
The formula for the square of a difference between two expressions. The square of the difference of two
expressions is equal to the difference between the sum of the squares of these terms and two times their product twice.
(a – b)2 = a2 + b2 – 2ab

117
 Section 4
Example
1. (a + c) = a + c + 2ac;
2 2 2

2. (3 – b)2 = 32 + b2 – 2 · 3 · b = 9 + b2 – 6b;
3. (2m + 3n)2 = (2m)2 + (3n)2 + 2 · 2m · 3n = 4m2 + 9n2 + 12mn;
2
4.

Exercises
11. Determine the square of which two binomials are represented in the given
models. Find their square based on the model.
a) + b) + c) 1 +
– – x – 1
1
x x x
1 1 1 x 1 x x x 1 1 1
1 1
1
1

+ – + – + –

d) + e) + f) +
– – – c
1
1 c
1
m 1 1 1 111 a 1 1 c
1
m a 1
1 1
1
+ – + – + –

12. Convert the square of the given binomials to the polynomial:

a) (x + 4)2; b) (4 – 3a)2; c) (1– 3x)2; d) (a + 5)2; e) (b – 5)2.
13. There is a binomial in both terms of the binomial: (a + 2b)2. In
this case, you can build a model as follows.
(a + 2b)2 = (a + 2b) (a + 2b) = a2 + 4b2 + 4ab
a a² abab
Describe the square of the following binomials as in the
example and convert them to trinomials:
b ab b b² a) (m + n)2; b) (2a + c)2; c)(x + 3y)2;
²
b b² d) (2a + 3b) ; e) (4m + n) ; f) (2x + 2y)2.
2 2
b ab
²
14. Write the required expressions instead of dots:
a) (a –...)2 = ...2 – 2 ... b + b2; b) (m – ...)2 = m2 – 20m + ...2;
c) (5 + ...)2 = ... + ... + a2; d) 712 = 4900 + ... + 1.
15. Write the square of the binomial as a product of binomials and apply the
column method multiplication:
a) (5y – 3x)2; b) (0,3a – 4x)2; (5x + 2)²= (5x + 2)(5x + 2)
x 5x + 2
c) (10c + 0,1b)2; d) (7p – k)2;
e) (12 + 8k)2; f) 2 5x + 2
25x2 + 10x
3 +
10x + 4
g) (0,6 + 2x)2; h) (4a + b)2; 25x2 + 20x + 4
i) (12a – 0,3c)2; j) (0,2m + 5n)2.
16. During the break, Eldar, Zakir and Muhammad were drinking tea together.
While discussing the topic they learned in mathematics, Zakir told his friends
that he could easily mentally calculate the square of any two-digit or three-digit
number. The children suggested him to calculate 49 2 to check it out. Zakir said
in a few seconds that the answer was 2401. What method do you think Zakir
used? Using his method, try to mentally calculate the square of the following
numbers. Check your answers.
a) (100 + 1)2; b) (100 – 1)2; c) 612; c) 1992; d) 9992; e) 7032;
d) 9,92; e) 10,22; f) 3052; g) 10012; k) 5992; m) 9,982.

7. Salim transformed the expressions (3 – a)2; (– 5 + 2k)2 and (– 11 – 3x)2, and

Elgiz transformed the expressions (a – 3)2; (2k – 5)2 and (11 + 3x)2 to
polynomials and obtained the same result for each expression. Why?
Substantiate your answer.
8. a) Change the signs of x and y in the expression (x – y)2 so that the expression
obtained is equal to (x – y)2.
b) Change the signs of x and y in the expression (x + y)2 so that the expression
obtained is equal to (x + y)2.
9. a) The first term of the binomial is x2 and the second is 10. Transform the square of
their difference and sum to a polynomial.
b) The first term of the binomial is 7 and the second is y3. Transform the square of
their difference and sum to a trinomial.
c) To transform the expression (2a + b4)2 to (2a – b4)2, which monomial must be

119
added to the first expression?

120
 Short multiplication formulas. Condition of parallelism
10. Write the given expressuions as
a) ( x2 – 3x)2;
polynomials: b) (c2 –
0,7c3)2;
2
d)
e) (2y – 0,5y2)2;
3

f)

11. Samir modeled the

expression (a – b)2
using squares and
rectangles. Which
of the following do
you think is his
model?
1)
3)
a b b

b a
a

b b a b

a
Model the
expressions (m – n)2;
(x – 2y)2; (2x – y)2 in
the same way.
12. Simplify the
expressions:
a) (12m – 1)2 – 1; b)
121 – (11 – 7x)2; c) a
+ 49 – (a – 7)2;
d) (2a + 6b)2 – 24ab;
e) a
f) a4 – 81 – (a2 + 9)2.
 Section 4
13. Simplify the expressions:
a) (x – 3)2 + x(x + 9); b) (b – 4)2 +
(b – 1)(2 – b);
c) (2a + 5)2 – 5(4a + 5); d) 9b(b – 1) –
(3b + 2)2.
14. Solve the equations:
a) (x – 6)2 – x(x + 8) = 2; b) (x –
5) – x = 3;
2 2
c) 9x2 –
1 – (3x – 2) = 0; d) 16y(2 – y) + (4y –
2

5)2 = 0; e) x +
(5x + 2)2 = 25(1 + x2).
15. Assert the identity:
a) (a + b)2 + (a – b)2 = 2(a2
+ b2); b) (a +
4ab; c) a2 + b2 = (a + b)2 –
2ab; d) a2 +
.
16. At what values of x:
a) Is the square of the expression (x + 1)
120 units greater than the square of (x – 3)?
b) Is the square of the expression (2x +
10) 4 times greater than the square of(x –
5)?
17. Using the method of finding the cube
of a number, convert the cube of the
following expressions into
polynomials:
a) (a + 1)3; b) (a – 2)3; c) (2x
+ y) ;
3
d) (2a – 3)3.
 4.2. Decomposition into factors using the formulas
for the square of the sum and difference of two
expressions

Activity
1. Explore the square of which binomial is represented in the models.

– x + – + – +
11
x 11
x² x x x x
x²

1 1 x
x x² 1 1 x
1x

+ – + – + –

nomial based on the model.

+ 2x +2x + 4 and decompose it into factors by the method of grouping. Compare the result with the result you
pression x 2 + 4x + 4 = x2 + 2 · 2 · x + 22 the expansion of. How to decompose the polynomial x 2 – 6x + 9 into fac

The square of the sum and difference of two expressions is not only used to
square a binomial. With the help of these formulas, it is possible to decompose a
trinomial into factors:
a2 + b2 + 2ab = (a + b)2 a2 + b2 –2ab = (a – b)2
It can be seen from the identities that the trinomial a2 + b2 + 2ab can be
expressed as the product of (a + b)(a + b), and the trinomial a2 + b2 – 2ab as the
product of (a – b)(a – b).
Example
Decompose the trinomial a2 – 20ab2 + 100b4 into factors.
Solution: The first addend is a square of a, and the third addend is a square of
10b2. The second monomial is equal to 2 times the product of a and 10b2.
Then based on the formula for the square of the difference between the two
expressions:
a – 20ab2 +100b4 = a2 –2 · a ·10b2 + (10b2)2 = (a – 10b2)2 = (a – 10b2)(a – 10b2)
2
 Section 4
Exercises
1. Determine the polynomial and its factors described in the models and write in
the form of an equation:
a) – b) – + c) – +
+

+ – + – + –

d) – e) f) –
+ + +
–

+ – + – + –

2. Construct a model of the given polynomials and decompose them into factors:
a) x2 + 8x + 16; b) x2 – 8x + 16; c) 4x2 – 12x + 9; d) 4x2 + 12x + 9.
3. Complete the table:
First Second 2 times the product of the
Polynomial term first and second terms Factors
term
p2 – 2pq + q2 (p – q)(p – q)
64 + 16x + x2 8
1 – 2z + z2
a2 + 36 + 12a
1 2 1 2 1 1
1 xp  p  x 2 p x
5 25 4 5 2
0,25m – 2my + 4y2
2
2y
4. Express the second addend as a sum of two same monomials and decompose the
polynomials into factors by the method of grouping:
a) 81a2 + 18ab +b2; b) 100x2y2 – 20xy + 1; c) 49x2 + 28xy + 4y2;
d) 25a – 70ab + 49b ;
2 2
e) 9c + 24cd + 16d ;
2 2
f) 16 – 8a2b2 + a4b4.

122
 5. Write a monomial instead of dots so that it is possible to express the trinomial
obtained as a square of a binomial.
a) ... + 49 + 56a; b) 36 – 12x + ... ; c) 0,01b2 + ... + 100c2;
1 2 1 2 1 2
d) 25a  ...  b ;
2
e) ...  6ab  b ; f) y  2xy  ... .
4 9 16
6. Nigar constructed a model to convert this expression
(a + b + c)2 to a polynomial. However, an ink stain
dropped on part of the sheet on which the model was ac
drawn (Picture 1). Can you complete the model that ab
Nigar drew? What other method would you use to
convert this expression to a polynomial?
7. Is it possible to express the following expressions in a²
the form of a square of binomials? If not, why? Which
monomial should be added to these expressions to
PİCTUREL l
express them in the form of a square of binomials?
1 1 1 1 2
b) y  6xy  9x ;
2 2
c) c  xc  x .
2
a) 25a2 – 15ab + 9b2;
4 9 15 25
8. Write monomials instead of figures so that the result is identity.
a) (5x + €)2 = 7 + 70xy + ■ ; b) (9a – €)2 = 7 – ● + 100b2;
c) (€ + 10a) = 7 – 60an + ■ ;
2
d) (€– ■)2 = 25m2 + 80mn + ●.
9. Samad insists that the smallest value that the trinomial x2 + 6x + 10 can get is 1.
What do you think is the reason for this conclusion? Determine the smallest
(TSV) or greatest value (TGV) that the following trinomials can obtain by
decomposing the square of the binomials from the given trinomial.
Example: a2 + 14a +10 = a2 +14a + 49 – 39 = (a +7)2 – 39. 6KQ: – 39
a) a2 – 16a + 69; b) 125 + 22x + x2; c) – 50 – 14b – b2;
d) 4y2 – 4y + 6; e) a2 + b2 – 2ab + 2; f) 9x2 + 4 – 12xy + 4y2.
10. Calculate by using the formula for the square of binomials:
a) 152 + 2 · 15 · 11 + 112; b) 712 – 2 · 71 · 25 + 625;
c) 1012 – 202 · 81 + 812; d) 2 · 55 + 25 + 121;
e) 672 + 2 · 67 · 45 + 2015; f) – 3600 – 2 · 720 – 144.
11. Ajdar wrote the equation 16 – 36 = 25 – 45 and added 20,25 to both sides
16 – 36 + 20,25 = 25 – 45 + 20,25
42 – 2 · 4 · 4,5 + 4,52 = 52 – 2 · 5 · 4,5 + 4,52.
Then he wrote each side of this equation in the form of a
square of binomials:
(4 – 4,5)2 = (5 – 4,5)2.
He, assuming that the numbers whose squares are equal are also equal wrote:4 –
4,5 = 5 – 4,5 and 4 = 5. What do you think he did wrong?
 Section 4
4.3. The difference between the squares of two
expressions

Activity
1. Given two squares with sides a and b. Describe it
in your notebook. Draw a diagonal by joining the
two opposite vertices of a square with side a (a
and b are arbitrary positive numbers).
a

2. The difference between the areas of these squares

is 2 2.
a – b Cut and separate the small square with scissors. b
3. Cut the figure obtained with scissors along the a
line in the middle (diagonal).
a

a–b
a
a–b

b
a
b b
a–b
b b a
a–b
a–b

a–b
4. Combine the cut figures as shown on the right.
Determine the area of the obtained rectangle.
5. What result did you get?
a b
en the squares of two expressions: The difference of the squares of the two expressions is equal to the product of the difference and
and and right-hand side expressions: (a + b)(a – b) = a2 – b2.
of two terms is equal to the difference of the squares of these terms.

Example
1) Decompose the binomial 25 – a2 into factors.
Solution: As 25 = 52, let`s decompose the binomial into factors by writing it as a diffrence of
squares: 25 – a2 = 52 – a2 = (5+ a)(5 – a).
2) Transform the product (2a + 3b)(2a – 3b) to polynomial.
Solution: As can be seen from the expression, it is required to transform the product of the
sum and difference of two similar monomials to a polynomial. Based on the formula for the
difference of squares:
124
(2a + 3b)(2a – 3b) = (2a)2 – (3b)2 = 4a2 – 9b2

125
 Section 4
Exercises
1. Write the given expressions in the form of a square of a monomial:

4a2 9x2b2 16m4 81a6x4 0,64n8 1,21x2p4 0,01a8b2 9 2 4 111 12

64m n 25 a
(4m2)2
a
2. Make a displacement in the figure in Picture 1 so that the
the resulting figure is a model of the binomial a – b 2 2.

3. Find and transform the product of binomials to a polynomial:

a) (x – y)(x + y); b) (a + 3)(a – 3); a
c) (p + q)(p – q); d) (n – 3m)(3m + n);
e) (7 + 4y)(4y – 7); f)

g) (8c + 9d)(8c – 9d); h) b

a–b
4. Find the product of binomials based on the model: PİCTURE l

– + – +
+ 4a
a a
a
a a
(a
a a²
a 1 1 1 1 + 4)(a – 4) =
a 1 1 11 2 2
1
1 a 1 1 1 1 =a –4 =
1 a 1 1 1 1 2
1 1 a 1 1 1 1 = a – 16
1 1 a 1 1 1 1
1 – – 4a
+ – +

a) b) c) 1
– a
+ – 1 + – 1 +
1 1
a a m
a a 1 1 1 a
1
1 1 1 m m

+ – + – + –

5. Write the product in the form of a polynomial:

a) (x2 – 7)(x2 + 7); b) (a4 – b3)(a4 + b3); c) (c5 + k7) (c5 – k7);
d) (9x – b )(9x + b ); e) (0,7a + b)(0,7a – b);
2 2 3 3
f) (5c8 + 3k) (5c8 – 3k);
g) (10p2 – 0,3q2)(10p2 + 0,3q2); h) (1,4a5 + 0,1b4)(1,4a5 – 0,1b4).
 6. Write monomials instead of figures to get identities.
a) (3a + 7)( ■ – 6b) = 9a2 – €; b) (■ – 3x)(■ + 3x) = 25m2 – €;
c) (1,1a + ■)(€ – 7) = ● – 1,44n4; ç) m4 – 324n8 = (7 – €)(7 + 7).
7. Write in the form of a polynomial:
a) b)

c) d)

8. Calculate the value of the expressions by indicating the factors in the product as
the sum and difference of two identical numbers:
a) 99 · 101; b) 37 · 43;
50,2 ∙ 49,8 =
c) 52 · 48; d) 201 · 199;
e) 1,05 · 0,95; f) 2,03 · 1,97;
g) 17,3 · 16,7; = (50 + 0,2)∙(50 – 0,2) = h) 1002 · 998;
i) 29,8 · 30,2; = 502 – 0,22 = j) 699 · 701;
k) 103 · 97; = 2500 – 0,04 = 2499,96 l) 305 · 295.
9. Simplify the expressions by applying the short multiplication formulas:
a) (– y + x)(y + x); b) (x + y)(– x – y);
c) (– a + b)(b – a); d) (x – y)(y – x);
e) (– b – c)(b – c); f) (– a – b)(– a – b).
10. Write the expressions in the form of polynomials:
a) (– 5xy + a)(5xy + a); b) (– 10p4+ 9)(9 – 10p4);
c) (– 3 – 2a2b)(3 – 2a2b); d) (0,2x +10y)(10y – 0,2x);
e) (17a3– 9x)(–17a3– 9x); f) (1,1y – 0,3)(0,3 +1,1y);
g) (7 – 6x)(7 + 6x); h)

i) j)

11. a) In which case does the expression a2 – b2 have the smallest value? What
number must a2 be equal to for this?
b) In which case does the expression a2 – b2 have the greatest value? What
number must b2 be equal to for this?
12. Shabnam insists that the smallest possible value of the expression (13a – 0,3)(0,3 +
13a) is 0,09. Do you think she is right? Substantiate your answer. Determine the maximum or
minimum value that the following expressions can have.
a) (5a – 0,2)(0,2 + 5a); b) (7a – 15)(15+ 7a); c) (1,2 – 7y)(7y + 1,2).

126
13. The product of which binomials is modeled in the picture?
a) – b) – + c) – +
+ xxx
1 1 1 x x 1 1 1 x² x² 1 1
1 1 1 x x 1 1 1
x x 1 1 1 x² x²
1 1 1 x²
1 1 1 x² x²
1 1 1 1 1
x²x²
x x 1 1
1 1 1 x x 1 1

+ – + – + –
14. Decompose the binomials into factors:
7
a) 16a2 – 4b2; b) 64 – 81k2; c) m2n2 – 25; d) x2 1 ;
9
e) y2 1
– 0,04; f) 0,64 – 0,49x2; g) n  625;
2 h) 1, 69x2  3 .
16
25 16
15. Decompose the binomials into factors:
a) 36a2 – b2; b) 16m2 – 9n2; c) k2 – a2b2;
d) – x + 25n ;
2 2
e) 64x – 121y ;
2 2
f) 4a2b2 – 1;
g) 81a – 49;
2
h) – 49m + 144b ;
2 2
i) p2 – a2b2;
j) 0,01n2 – 9m2; k) 0,09x2 – 0,49y2; l) a2x2 – 1,21m4.
16. Perform mental calculation by applying the formula for the difference of
squares. Check your answers.
a) 632 – 532; b) 1262 – 1252; c) ⎛0,89922 – 0,11122;
2 2 2 2
d) 47 – 67 ; e) 41,7 – 41,6 ; f) 5 .

17. Find the values of the

fractions:
36 67 17
2 2
26 12 53  27
2 2 2 2
a) .
b) 542 162 ; c) 792  512 ; ç)
83  77
2 2
;
13 11
2 2

18. Simplify the expressions:

a) (0,8x + 15)(0,8x – 15) + 0,36x2; b) (3a – 1)(3a +1) – 17a2;
c) 5b2 + (3 – 2b)(3 + 2b); d) 100x2 – (5x – 4)(4 + 5x);
e) 2x2 – (x – 1)(x + 1); f) 6x2 – (x – 0,5)(x + 0,5).
19. Perform the multiplication operation:
a) (a – b)(a + b)(a2 + b2); b) (2x + y)(4x2 + y2)( 2x – y);
c) (m3 +b)(m3 – b)(m6 + b2); d) (a2 + 1)(a – 1)(a + 1).
20. Which of the following statements is true?
a) At least one of the factors must be equal to zero for the product to be zero;
 b) For the product to be zero, both factors must be zero;
c) For the product to be zero, none of the factors must be zero.
a2 1 9  0
21. Solve the equations:
16
a) (a – 8)(a + 12) = 0; a2  25  0 b) x12 – 16 = 0;
c) m2 – 0,25 = 0; 16 d) 9  y 2  0;
9
e) 9x2 – 64 = 0; f) x2   0;
a  5  0; a  5  0 25
g) b2 + 36 = 0; 4 4 h) 81a2 + 1 = 0;
a  5 ; a  5 1 1 j) 49 2
i) 4x2 – 9 = 0; Answer : 1 ; 1 m 1  0.
4 4 44 81

22. Ismail says that "if the number m is any prime number greater than 3, m 2 - 1 is
divisible by 12". Do you think this statement is true?
a) Check the validity of the statement by writing any prime number instead of m.
b) Decompose the binomial m2 - 1 into factors. Explore why the product is
divisible by 4. How can you substantiate that the product is divisible by 3? Share
the result you obtained.
23. Group work: Perform the following algorithm.
1. Write any three consecutive integers;
2. Find their product;
3. Find the sum of the number obtained and the number in the middle;
4. Calculate the cube of the number in the middle;
5. Compare the results of the 3rd command with the 4th command;
6. Draw a conclusion.
Construct an algebraic expression by marking the second number of these
three consecutive numbers with the letter a. Simplify the expression you get.
What did you conclude?
24. Simplify the expressions:
a) 5a(a – 8) – 3(a + 2)(a – 2); b) (1 – 2b)(1 + 2b) + 4b(b – 2);
c) (3x – y)(3x + y) – (x – y)(x + y); d) (11a + 3b)(11a – 3b) – (11a – 3b)(3b –
11a).
25. Decompose the expressions into factors by
applying the formula for the difference of
squares: (a – 2b)2 – (2b + a)2 =
= ((a –2b) – (2b +a)) ·
a) (x + 3)2 – 42; b) (4a – 1)2 – 25;
((a – 2b)+(2b +a)) =
c) 81 – (2x – 5)2; d) 9y2 – (1 + 7y)2;
= (a –2b – 2b – a) ·
e) 49x2 – (2 + 3x)2; f) (a + 11)2 – 121;
(a – 2b + 2b + a) =
g) (a + b)2 – (b – a)2; h) (m + n)2 – (m – n)2; = – 4b · 2a = – 8ab.
g) (2x – 5)2 – (5 +2x)2; h) (4c – x)2 – (2c + 3x)2.
 4.4. The cube of the sum and difference of two expressions

Activity
ngth a + b of the edge.
ube: V = (a + b)3.
ubes or rectangular parallelepipeds with an edge a or b as shown in the picture. Tell which figure each part is.

a²b
4. Findabthe volume of each figure and write it as a sum. a+ b
²
a³ a²b What expression did you get?
5. Equate the sum of the volumes of the parts with the volume of the whole cube.
ab²
Write the algebraic
b³ expression you obtained.
a²b ab²
.

(a + b)³ =a³+a²b+a²b+ a²b + ab²+ab² + ab²+ b³

The formula for the cube of the sum of two expressions:

The cube of the sum of two expressions is equal: the cube of the first, plus three
times the product of the square of the first and second, plus three times the product
of the first and the square of the second, plus the cube of the second:
(a + b)3 =a3 + 3a2b + 3ab2 + b3.

Activity
Write the expression (a + b)3 as a product of three identical binomials.
Transform the product of the first and second binomials to a polynomial.
Bring the polynomial obtained to standard form and x
a–b
a+b a–b
x amultiply
+ b by the third binomial. a2 – ab
Write – ab + b2
+ the result in the form of a formula.
2aab
abWrite
+ b2 the expression (a - b)3 as a product of three identical binomials. ?
? Transform the product of the first and second binomials to a polynomial.
Bring the polynomial obtained to standard form and multiply by the third binomial.
Write the result in the form of a formula. a2 – 2ab + b2
a2 + 2ab + b2 x
x a–b
a+b
?
?
 Section 4

The formula for the cube of the difference of two expressions:

The cube of the difference of two expressions is equal: the cube of the first, minus
three times the product of the square of the first and second, plus three times the
product of the first and the square of the second, minus the cube of the second:
(a – b)3 = a3 – 3a2b + 3ab2 – b3.

Example
1) (x + 3y)3 = x3 + 3·x2·3y + 3·x·(3y)2 + (3y)3 = x3 + 9x2y + 27xy2 + 27y3.
⎛
2) 2a  ⎞3 1 ⎛
b   2a 3  3 b 3 2a  ( b)2  3
1 ⎜ 2
b ⎞⎟ 
⎠⎟  1 1 ⎠
2 2a 
⎝  2 2 ⎜
⎝2
1 3
 8a  6a b 1, 5ab  b .
3 2 2

8
Exercises
1. Explain the notation (I – II)3 = I3 – 3 · I2 · II + 3 · I · II2 – II3. What might
happen if the places of the I and II are changed on the left? What change needs
to be made in the given equality for this case?
2. Write the expressions in the form of
polynomials: ⎛2 ⎞3
a) (x + y)3; b) (m – n)3; c) (x + 2)3; d) ⎜ a  3b ⎟ ;
⎝3 ⎠
⎛ 1 ⎞3
e) (m + 0,2)3; f) (5 – x)3; g) (2p – 1)3; h) ⎜ k  ⎟ .
3
3. Write the given expressions in the form of a product and convert them to
polynomials by column multiplication:
a) (5a – 2b)3; b) (m + 4n)3; c) (1 – ab)3; d) (3x + 1)3.
4. To calculate the cube of a given number, express the base of the exponent as a sum and
apply the formula for the cube of the sum:
a) 353; b) 12,13; c) 523; d) 433; e) 20,013.
5. Find the approximate values of the following cubes using the approximate equalities of
(1  a)3  1  3a (0 < a < 1). Calculate the absolute errors and draw conclusions.
a) (1 + 0,01)3; b)1,043; c) 0,993; ç) 1,13; d) 0,9963.
6. Write such monomial instead of X and Y so that to get an
identity.
a) (a3 + X)3 = a9 + 3a7b + 3a5b2 + Y;
b) (3a2 – X)3 = 27a6 – 54a5 + 36a4 – 8a3;
c) (X + 2a3)3 = 8a9 + 24a6b + 24a3b2 + 8b3; d) (a2
– X)3 = a6 – 9a5 + 27a4 – Y;
130
e) (a3 + X)3 = a9 + 3a7b4 + 3a5b8 + Y.

131
 Section 4
7. Write the expressions in the form of plonomials:
a) (x2 – y4)3; b) –(a5 + b7)3; c) (3x2 – 7y2)3;
3
e) ⎜ a  b ⎟ ;
8
d) –(4m4 + n5)3; f)
⎛1 3 ⎞3
⎝3 ⎠
g) h)  ⎜ m  n ; i) (0,5xy2 – 0,2x2y)3.
⎟

-convert this expression to a polynomial and if , find the

8.
a
value of using the identity obtained.

9. Complete the table using Microsoft Excel:

¼ A B C
1 0,324 1,23 = (A2 + B2)^3 Excel, the exponentiation is indicated by the sign ^.
In Microsoft
2 8,92 4,001 = (A3
(1,2+ +B3)^3
3,1)3= (1.2 + 3.1)^3
3 7,152 0,992 = (A1 + B5)^3
4 78 156 = (A4 + B1)^3
5 19,8 243 = (A5 + B4)^3
10. Simplify the expressions:
a) (a + b)3 – (a – b)3; b) (3m – n)3 – (n + 3m)3;
c) (x + y)3 – 3xy(x + y); d) 3ab(a + b) – (a + b)3;
e) (a – b)3 + 3ab(a – b); f) (m – n)3 – (m – n)(m2 + mn + n2).
11. a) If a + b = 9, ab = 8, what natural numbers can a and b be? Is the value of a3 –
b3 a natural number?
b) If a – b = 9, ab = 10, what natural numbers can a and b be? Find the value of a + b
3 3.

c) Given that a – b = 52, ab = 1260, a and b are natural numbers. Byusingthe

identity (a – b)3 = a3– 3ab(a – b)– b3 , find the value of 2(a3 – b3).
12. Simplify the expressions:

a) b) ⎜ x 1 ⎟  ⎜ x 1 ;
⎝7 2⎠ ⎝ 7
⎛1 ⎞3 ⎛ 1 1 ⎞3
c) 5 · (2x + y)3 – 2 · (3y – x)3; d) 6

13. Convert the expressions to

polynomials:
a) (3ab2 + a3b2)3; b) (m4n5 – 3mn)3; c)
d) (7abc3 – 3a2bc)3; e) (0,1x6y2c10 – 0,2)3; f) (ab5c4 + 1,2abc)3
 4.5. Decomposition of the sum of cubes of two
expressions into factors
Activity
1. Put the common factor of the selected monomials in the identity a3 + 3a2b +
3ab2 + b3 = (a+ b)3 outside the parentheses and move the expression obtained
to the right-hand side of the equation. Which identity did you get?
a3 + b3 = (a + b)3 – 3ab(a + b)
2. Put the factor (a + b) outside the parentheses on the right-hand side of the
identity. Which expression did you get?
a3 + b3 = (a + b) ((a + b)2 – 3ab)
3. Simplify the expression inside the second parentheses. Which expression did
you get? Which factors were the expression a3 + b3 decomposed into? Try to
comment on the expression in the second parentheses on the right-hand side of the identity.
The trinomial a2 – 2ab + b2 is a whole square of the binomial (a – b), and the
trinomial a2 + 2ab + b2 is a whole square of (a+ b). The trinomial a2 – ab + b2 is an
incomplete square of the binomial(a – b). In the same way, a2 + ab + b2 is an
incomplete square of (a + b).
The formula for the sum of cubes of two expressions:
The sum of the cubes of two expressions is equal to the product of the
incomplete square of the sum and difference of these terms:
a3 + b3 = (a + b)(a2 – ab + b2)
Example
Problem 1: Decompose the expression 8a3 + 27b3 into factors.
Solution: 8a3 + 27b3 = (2a)3 + (3b)3 = (2a + 3b)((2a)2 – 2a · 3b + (3b)2) =
= (2a + 3b)(4a2 – 6ab + 9b2).
Problem 2: Transform the product (x + 4y)(x2 – 4xy + 16y2) to a polynomial.
Solution: As can be seen from the expression, the first factor is an incomplete square
of the binomial (x + 4y),and the second factor is an incomplete square of (x – 4y).
Based on the formula for the sum of cubes, we write:
(x + 4y)(x2 – 4xy + 16y2) = x3 + (4y)3 = x3 + 64y3.
Exercises
1. Complete the table. Explain how degrees and coefficients change.
9 3 4
Monomial 3ab6 – 2m4n2 1,1x7yz4 3 abc 1 xp 4 8 11 11m5n
5 5 7 m n
Cube of monomial 27a3b18
Degrees 7 and 21
Coefficient 3 and 27

132
2. Write the whole and incomplete squares of the given binomials. Explain their difference:
1
x  y; d) 0,1b – a;
a) a + b; b) n – 2m; c) 2
2
e) 3a + b; f) 7mn – 2m; g) x 1, 5 y; h) 1,3ab – 1.
9
In each expression, which monomial must be added to the whole square to
obtain an incomplete square?
3. Perform the multiplication by writing
the expressions in columns: 25a2 – 10a + 4
x
a) (2p + 3)(4p2 – 6p + 9); 5a + 2
b) (3n + m )(9n – 3m n + m );
2 2 2 4 125a 3 + 50a2

+ – 50a2 – 20a
c) (1 + 4b)(1 – 4b + 16b );
2
20a + 8
d) (3a + d 8)(9a 2 – 3ad 8 + d 16); 125a3 + 8
e) (5mn + 1)(25m2n2 – 5mn + 1).
What can you say based on the polynomials obtained? How else could the product of
given polynomials be found in a convenient way?
4. Convert the products to polynomials by convenient methods:
a) (– a – b)(a2 – ab + b2); b) (a + b)(– a2 + ab – b2);
c) (– a – b)(– a + ab – b ); d) (– a – b) ((a +b)2 – 3ab).
2 2

5. Convert the given expressions to polynomials based on the

formula for the sum of cubes:
a) (x3 + y5)(x6 – x3y5 + y10); b) (3d 2 + 2c)(9d 4 – 6cd 2 + 4c
2
);
c) (25 – 5y + y )(5 + y );
6 12 6
d) (9r – 12r s + 16s )(3r + 4s5).
8 4 5 10 4

6. Calculate by applying the short multiplication formulas:

31 19 127  67
a) 3 3  3119; b) 3 3 127  67;
50 194
39  41 48  52
3   39  41  ; d) 3 3   48  52  .
2 2 2 2
c) 3
80 100
7. Write a monomial instead of the letter A, so that the given equation is an
identity.
a) (2x + A)(4x2 – 2xA + A2) = 8x3 + 27y3;
b) (– A – 3c)(A2 – 3cA + 9c2) = – 27c3 – 8d 9.
8. Solve the equations:
a) (x + 2)(x2 – 2x + 4) – x(x – 3)(x + 3) = 26;
b) 6(y + 1)2 + 2(y + 1)(y2 – y + 1) – 2(y + 1)3 = – 22;
c) (a + 2)3 – a(3a + 1)2 + (2a + 1)(4a2 – 2a + 1) = 53;
d) 5x(x + 3)2 – 5(x + 3)(x2 – 3x + 9) – 30(x + 2)(x – 2) = 75.
 9. Decompose the binomials into factors:
a) x3 + y3; b) m3 + n3; c) 8a3 + 1; d) 27x3 + y3;
1 3
e) a  0, 008; f) 64m3 + 27n3; g) – a3b3 – b6; h) 125 + k6;
64
1 64 3
y ; j) p3q3r3 + 125p9; k) 0,027 + 64a3; l) 343 + x12.
i) x3 
27 125
10. Sevil claims that the expression 753 + 443 is divisible by 7. How can you prove she is
right? In the same way, can you prove that: a) the expression 97 3 + 933 is divisible
by 19; b) the expression 215 + 94 is divisible by 3?
3 3

11. Assert that the value of the given expressions is divisible by a at any integer
value of q:
a) (11– q)3 + q3, a = 11; b) (4 – 2q)3 + 8q3, a = 4;
c) 8q3 + (17 – 2q)3, a = 17; d) 3q3 + 3(4 – q)3, a =12.
12. Compare the values of the numerical expressions:
29 
a) 253 + 113 va (25 + 11)3; b) 3 va 904.
31
3
60
13. a) If a + b = 6 and ab = 8,75; b) a + b = – 2 and ab = – 8, find the value of the
expression a3 + b3 .
14. Which expressions must replace A, B, C, and D to make the following
equations identities?
a) (2x + A)(B + 9y2) = C3 + D3; b) (3m + A)(B + C) = n6 + D.
15. Calculate the value of the given expressions at a given value of
a variable:
a) 2a3 + 9a – 2(a + 1)(a2 – a + 1), a = 11,7;
b) b(b + 2)(b – 2) – (b + 3)(b – 3b + 9),
2
b = 2,5;
c) 3(c – 1)2 + (c + 2)(c2 – 2c + 4) – (c + 1)3, c = – 3.
16. Write the given expressions in the form of a product:
a) (x + 1)3 + x3; b) (a – b)3 + b3; c) 1000 + (a –b)3;
d) 8x + (x – y) ;
3 3
e) (y – 2) + 27;
3
f) 27m3 + (m + n)3.
17. Calculate the value of expressions in a convenient
way:
a) 513 + 3 · 512 · 49 + 3 · 51 · 492 + 493;
b) 2,563 + 3 · 2,562 · 5,44 + 3 · 2,56 · 5,442 + 5,443;
c)

d) (– 0,78)3 + 2,22· (– 0,78)2 + (– 2,34)· 0,742 + 0,743.

18. Dividing one natural number by 4 gives the remainder 1, and dividing the other natural
number by 4 gives the remainder 3. What can the remainder be if the sum of the cubes
of these numbers is divided by 4?
 4.6. Decomposition of the difference of cubes of two
expressions into factors
Activity
the identity a 3 - 3a2b + 3ab2 - b3 = (a- b)3 outside the parentheses and move the expression obtained to the right-hand sid

ight-hand side of the identity. Which expression did you get? a3 – b3 = (a – b) ((a – b)2 + 3ab)
s. Which factors were the expression a 3 - b3 decomposed into?
The formula for the difference of cubes of two expressions:
The difference of the cubes of two expressions is equal to the product of the
incomplete square of the difference and sum of these terms:
a3 – b3 = (a – b)(a2 + ab + b2).

Example
1) Decompose the expression 0,125a3 – 64b3 into factors.
Solution: 0,125a3 – 64b3 = (0,5a)3 – (4b)3 = (0,5a – 4b)((0,5a)2 + 0,5a · 4b + (4b)2) =
= (0,5a – 4b)(0,25a2 + 2ab + 16b2).
2) Convert the product (2x – 3y)(4x2 + 6xy + 9y2) to a polynomial.
Solution: As can be seen from the expression, the first factor is an incomplete square of the
binomial (2x – 3y) and the second factor is an incomplete square of (2x + 3y). Based on the
formula for the difference of cubes, we write:
(2x – 3y)(4x2 + 6xy + 9y2) = (2x)3 – (3y)3 = 8x3 – 27y3.
Exercises
1. Identify any errors in the following identities::
a) (a + 2b)2 = a2 + 2ab + b2;
b) (2x – 3y)2 = 2x2 + 12xy +3y2;
c) (m + n3)3 = m3 + 2mn3 + 3mn6 – n9;
d) 27a6 + 8b9 = (3a + 2b)(9a2 – 6ab + 4b2).
2. Perform the multiplication operation:
a) (b – 1)(b2 +b + 1); b) (4m – 3n2) (16m2 + 12mn2 + 9n4);
c) (3 – d)(9 + 3d + d );
2
d) (0,64x12 + 0,48x6y7 + 0,36y14) (0,8x6 – 0,6y7);
e) (– 7p + 5k)(25k2 + 35pk + 49p2); f)
 3. a) if a – b = 4; ab = – 1,75;
b) if a – b = – 5; ab = – 6,
Find the value of the expression a3 – b3 .
4. Write a polynomial instead of the letters A, B, C, and D so that
the given equation is an identity.
a) (A – 4x)(25y2 + B) = C3 – D3; b) (5p – A)(B + C) = D3 – 8c12.
5. Decompose the expression into factors:
a) a3 – 64; b) 27c3 – 1000; c) 27p3 – 8k3; d) – 125a6 + 1;
e) 216 – 0,001q3; f) – x9 + 64y6; g) 343a12 – b9; h) a3b6b9 – d 6.
6. Assert that a) the value of 683 – 243 is divisible by 1;
b)the value of 4243 – 3183 is divisible by 53.
7. Calculate the value of the following expressions bu applying the short
multiplication formulas:
93  57 79  51
3  93 57; 3   79  51  .
2 2
a) 3 b) 3
36 28
8. Write the given expressions in the form of polynomials:
a) (a + 7)3 – 64; b) (9b + 5)3 – 27; c) c6(c – 6)3 – 125c9;
d) (2x + y) – (2x – y) ; e) (4x + 5y) – (4x – 5y) ; f) x6y9 – 64x3.
3 3 3 3

9. Calculate by using the formula for the difference of

cubes:
a) 1013 – 3 · 1012 · 88 + 3 · 101 · 882 – 883;
b) 9,63 – 3 · 9,62 · 2,4 + 3 · 9,6 · 2,42 – 2,43;
c) 3

d) 8,93 – 16,5 · 8,92 + 26,7 · 30,25 – 5,53.

10. Convert the product (x2 – 10x + 6)(2x + b) to a polynomial in a standard form.
At what value of b:
a) is the factor x2 not included in the polynomial?
b) are the coefficients of x2 and x equal?
11. Convert the product (x2 + x – 1)(x – a) to a polynomial in a standard form. At
what value of a:
a) is the factor x2 not included in the polynomial?;
b) is the factor x not included in the polynomial?
12. Prove that, a number equal to the difference 111111 – 222 is a square of any
natural number. Determine that number.
 4.7. Transformation of expressions

In previous lessons, we learned about several ways to decompose a polynomial into

factors: putting the common factor outside the parentheses, the grouping method, and
short multiplication formulas. Sometimes all possible methods are used to decompose
the polynomial into factors. Now let's do some examples of how to decomposee several
polynomials into factors using different methods.

Activity
Problem: Decompose the polynomial a4 + ax2 – a2x – x4 into factors.
Solution: Development of the solution strategy:
As a4 = (a2)2 and x4 = (x2)2 , we can decompose the first and fourth addends into
factors as a4 – x4 = (a2)2 – (x2)2 = (a2 – x2)(a2 + x2) by grouping.
Note that as a2 – x2 = (a – x) (a + x), we get the following equation:
a4 – x4 = (a – x)(a + x)(a2 + x2).
Now let`s put the common factor outside the parentheses by grouping the second
and third addends: ax2 – a2x = ax (x – a) = – ax(a – x).
Thus, as a result of transformations carried out, the facrot (a – x) was obtained in both
groups.
Implementation of the solution strategy:
a4 + ax2 – a2x – x4 = a4 – x4 + ax2 – a2x = (a2)2 – (x2)2 + ax (x – a) =
= (a – x)(a + x)(a2 + x2) – ax(a – x) =
= (a – x)((a + x)(a2 + x2) – ax)
Let's write the expression in the second parentheses as a
polynomial in a standard polynomial form:
(a + x)(a2 + x2) – ax = a3 + ax2 +a2x + x3 – ax.
As a result, we get the following expression:
a4 + ax2 – a2x – x4 = (a – x)( a3 + ax2 +a2x + x3 – ax).

Activity

ct of the monomials x and y2. If our example had the addends x2 and y4, we could apply the formula for the su
 Examining the given polynomial, we see that the common factor in the second,
fourth, and fifth addends is y. If we put it outside the parentheses, we get the
expansion of the square of the sum of x and y in parentheses:
x2y + 2xy2 + y3 = y(x2 + 2xy + y2).
Let's write the polynomial in the parentheses as a square of a binomial and
decompose that into integer factors:
x2y + 2xy2 + y3 = y(x2 + 2xy + y2) = y(x + y)2 = y(x + y)(x + y).
The first and third addends have the same factor x. Let`s put that outside the
parentheses: x4 + xy3 = x(x3 + y3).
Let`s apply the formula for the sum of cubes on the expression in the second
parentheses: x4 + xy3 = x(x3 + y3) = x(x + y)(x2 – xy + y2).
Thus, we obtained the factor (x + y) in both groups. We can put that outside the
parentheses.
Implementation of the solution strategy:
x4 + x2y + xy3 + 2xy2 + y3 = x2y + 2xy2 + y3 + x4 + xy3 =
= y(x + y)2 + x(x3 + y3) = y(x + y)(x + y) +
+ x(x + y)(x2 – xy + y2) = (x + y) [y(x + y) + x(x2 – xy + y2)].
Let`s simplify the expression in the square brackets:
y(x + y) + x(x2 – xy + y2) = xy + y2 + x3 – x2y + xy2.
The result is: x4 + x2y + xy3 + 2xy2 + y3 = (x + y)( xy + y2 + x3 – x2y + xy2).

Activity

ecomposing the sum of squares into factors. However, if this expression contains the addend 4x2, we can wri

es.

the difference of squares:

Activity
Let`s decompose the polynomial x3 + 6x2 + 11x + 6 into factors.
Solutions:
Development of the solution strategy:
If we add x to the sum of the last three addends and put the factor 6 outside
the parentheses, we can see that the expression (x + 1)2 is “hidden” here. In this
case, it is necessary to put x from the group x3 – x outside the parentheses: x3 – x
= x(x2 – 1). Let`s decompose the difference of squares in parentheses into
factors: x3 – x = x(x2 – 1) = x(x – 1)(x + 1).
Thus, we obtained the factor (x + 1) in both groups. That can be put outside the
parentheses.
Implementation of the solution strategy:
As we planned,let`s add the monomial x to given expression and then subtract:
x3 + 6x2 + 11x + 6 + x – x = x3 – x + 6x2 + 12x + 6 = x(x2 – 1) + 6(x2 + 2x + 1) =
= x(x – 1)(x + 1) + 6(x + 1)2 = (x + 1)[x(x – 1) + 6(x + 1)].
Let`s simplify the expression in the square brackets:
x(x – 1) + 6(x + 1) = x2 – x + 6x + 6 = x2 + 5x + 6 = x2 + 2x + 3x + 6 =
= x(x + 2) + 3(x + 2) = (x + 2)(x + 3).
The result is: x + 6x + 11x + 6 = (x + 1)(x + 2)(x + 3).
3 2

It is not enough to know short multiplication formulas to decompose

polynomials into factors, it is necessary to determine the common factor and
group the terms successfully. During these transformations, a special vision
ability, the ability to identify "hidden" expressions and formulas are formed. The
following recommendations should be followed to decompose polynomials into
factors:
1. If all the terms of a polynomial have a common factor, put that factor outside
the parentheses;
2. Look for the signs of the short multiplication formulas in the given
polynomial, for example, square and cube of a number, 2 or 3 times the
product of the numbers;
3. Group the addends containing a common factor and put that factor outside
the parentheses;
4. If any grouping does not work, try to group the addends in another way;
5. Add and subtract the missing addend for any formula and grouping,
decompose any addend into several addends if needed;
6. If decomposition into factors can not be done by any method, use other
methods. In the end, the solution to the problem you have worked on so hard
will give you a great sense of joy and pleasure.
 Exercises
1. Decompose the polynomials into factors:
a) 4x4 + x5; b) ab – ac + 2b – 2c; c) 9m2 – 16n2; d) 25a2 – 30ab +
9b2.
Tell what method you used to decompose the polynomials into factors.
2. a) In your opinion, which of the recommended methods is more useful?
b) Decompose the polynomial a4 + ax2 – a2x – x4 into factors. What methods did you
use to decompose this polynomial into factors?
3. Decompose the polynomials into factors and explain what methods you used:
a) 5a2b – 5b2; b) 7ab2 – 7ac2; c) 2a4c – 16b4c;
d) 4c d – 9cd ;
3 3
e) – 64m n – 27n;
2
f) 9mn6 – 117m;
g) 6x2y2 – 24x2z2; i) 2x2y – 16y; j) 7p6q – 7q7.
4. Transform polynomials to products. Explain in which problem the common factor is put
outside the parentheses, in which the short multiplication formula, and in which both
methods are applied, and expalin why you decide to use this method.

a) 3x2y + 6xy2 + 3y3; b) a2 – 2ab + b2 – c2; c) a2 – b2 – a + b;

d) 5a2 – 10ab + 5b2; e) x2 + 2xy + y2 – z2; f) c + d + c2 – d2;
g) 7xy2 + 28xy + 28x; h) 9 – m2 + 4mn – 4n2; i) x3 – x2y – xy2 + y3;
j) 2z – 4zt + 2zt2; k) 4p2 – 20pq + 25q2 – 36; l) m3 + m2n – mn2 – n3.
5.
Solve the equations using the condition that the product is zero:
a) x (x – 4) = 0; b) 6m4 – 54m2 = 0; c) a4 – a3 – a2 + a = 0;
d) y2 + 8y = 0; e) 100b2 – 4b4 = 0; f) p3 – 5p2 – 9p + 45 = 0;
g) z2 – 11z = 0; h) a3 – 2a2 + a = 0; i) n3 – 12 + 3n2 – 4n = 0.
6. Find the value of the corresponding expression in the third column based on the
data in the first two columns.
Sum or difference Product of Expression
of variables variables
a) a + b = 4 ab = 5 a2 + b2
b) c – d = 7 cd = – 3 cd2 – c2d
c) m + n = – 9 mn = 10 m3n + 2m2n2 + mn3
d) p + q = – 6 pq = – 11 pq3 + p3q
e) r + s = – 7 rs = 20 r3s2 + r2s3
f) x – y = 21 xy = 4 x3 – y3
 2 7
7. If a  ; b  
, Sevinj wrote the value of the variable a and b in their places in
7 5
the expression 7a2b + 5ab2 and found the value of the expression. Salim first
decomposed the expression into factors and found the value of the expression by
substituting the value of the variables in the resulting expression. Who do you think
obtained the result by a more convenient method? Would you find the value of the following
expressions by the method applied by Sevinj or Salim?
a) x = 11 olarsa, x4 – x3 + 11x – 11;
2 3
b) m  , n  olarsa, (5m – 3n)2 – (4m – 2n)2;
9 5
c) c = 0,75, d = – 1,25 olarsa, (3c – 4d)2 – (2d – 3c)2;
d) y = 5,5, z = 0,25 olarsa, y3 – 2y2z – 4yz + 8z2;
e) p = 1,3, q = 0,8 olarsa, p3 + p2q – pq2 – q3.
8. Perform the calculation by simplifying the expressions. Explain how you
simplified each expression.
a) 15,42 – 7,62 + 23 · 2,2; b) 46,82 – 12 · 51,6 – 34,82;
c) 43 · 8,4 + 27,3 – 15,7 ;
2 2
ç) 18 · 62,4 – 35,22 + 17,22;
2 2 2
16 18 19
36  36
2 3
312  314 e) f) 4 5 6 7 .
d) 12 14 15 ; 16
4
16
6 ;
6  6 6 6
3 that:
9. Assert
3 3
a) if from two consecutive natural numbers, a larger number is added to the
product of these numbers, we get a square of the larger number;
b) the difference of the cubes of two consecutive integers is not divisible by 3;
c) when dividing a square of an odd number by 8, we
get the remainder 1.
Justify the assertion of each statement with
examples.
10. Decompose the polynomial 3a2 + 6a – 9 into factors by performing the following
algorithm.
1. Put the factor 3 from each of the three monomials outside the parentheses;
2. Add 1 to and subtract 1 from the expression in parentheses. Explain why
you didi it;
3. Write the square of the binomial in the expression obtained in parentheses..
4. Apply the difference of squares to the expression obtained in step 3.
5. Determine which factors were obtained.
11. Write an algorithm to convert polynomials to a product by decomposing the
whole square. Check the correctness of your answer by converting the product
to a polynomial.
a) a2 + 4a – 5; b) b2 – 10b + 9; c) 2x2 + 16x – 40;
d) x + 1,5x – 1;
2
e) y – 2,5y – 6;
2
f) a2 – 3,5a + 1,5.
 4.8. Angles obtained from the intersection of
two straight lines with the third straight line

Activity alternate, co-interior, corresponding angles

Angles obtained from the intersection of two straight lines with the third one
1. Draw straight lines a and b and the third straight line c transversing these straight lines.
2. Show the adjacent and vertical angles between the c
straight lines a and c. Explain their properties.
12 a
1+2=? 3+2=? 1=?
43
3. Show the adjacent and vertical angles between the straight lines b and c.
b
56
8+7=? 6+7=? 7=? 87 Picture l

from the intersection of two straight lines a and b with the third straight line c are called as follows (Picture 1
les: 4 and 6; 3 and 5. Alternate exterior angles: 1 and 7; 2 and 8. Co-interior angles: 4 and 5; 3 and 6. Co-ex
: 1 and 5; 2 and 6; 4 and 8; 3 and 7.
rosses the straight lines a and b in the plane is called their transversal. The straight line c is the transversal of

alışmalar
1. Show the below-given angles in
Picture 2:
a) Alternate interior angles;
b) Alternate exterior angles;
c) Co-interior angles;
d) Co-exterior angles;
e) Corresponding angles.

Explain why these angles are called so. PİCTURE 2

2. Given point A on the side MN and point B on the side MK of the triangle MNK.
Draw the straight line AB. Write the alternate interior, alternate exterior, co-
interior, co-exterior,
and corresponding
N
F
angles obtained from the
the intersection of the straight A
lines MN and MK with the
transversal AB (Picture 3). M B K
P picture 3
 3. Assert the followings if 4 = 6 from the alternate interior angles in Picture 1:
a) Other alternate angles are also equal;
b) The corresponding angles are equal;
c) The sum of co-interior angles is 180°.
4. Assert the followings if 3 + 6=180° from the co-interior angles obtained
from the intersection of two straight lines with a transversal (Picture 1):
a) 2 + 7 = 180°;
b) Alternate interior angles are equal;
c) Corresponding angles are equal.
5. If any pair of corresponding angles made by two straight lines with a
transversal is equal, then:
a) Other pair of corresponding angles are also equal;
b) Alternate interior angles are equal;
c) The sum of co-interior angles is 180°.
6. The straight lines AB and MN intersect. Show the alternate interior, alternate exterior
and co-interior angles made by the intersection of the straight lines AN and BM a)
w i t h a t r a n s v e r s a l MN, b) with a transversal AB.
7. Five straight lines intersect at one point (Picture 4). Find the sum of 1 + 2 + 3 + 4 +
5.
8. Five straight lines intersect at a pair of points (Picture 5). Find the sum of
1 + 2 + 3 + 4 + 5 if the sum of all the angles formed outside the
vertices of the obtained pentagon is 1260 °.

5
1 5
3 1
5 4 4
2
14
3 2
32

PİCTURE 4 PİCTURE 5 PİCTURE 6

9. Four straight lines intersect as shown in Picture 6. If 2 + 3 = 88°,

find the sum of 1 + 2 + 3 + 4 + 5.
10. The intersecting straight lines a, b and c form a triangle. What is the sum of all
angles between these straight lines? In which case, do the straight lines not form a
triangle even if they intersect at a pair of points?
 4.9. Condition of parallelism of straight lines

Activity
Draw parallel straight lines a and b and their transversal line c.
Describe the angles formed by the intersection of parallel
tirdiyi bucaqları xarakteriza edina and
straight lines (şakil 1).a transversal line (Picture 1)
b with 12
43 a
easure 1 and 5 with a protractor. What result did you get? How are these angles called?
easure 4 and 6 with a protractor. What result did you get? How are these angles called?

56
7 8 b
picture l
Measure 2 and 8 with a protractor. Share the result. How are these angles called?
What can be said about the degree measures of 2 and 8?
Determine the degree measures of 1 and . What result did you get?
Share your thoughts on the angles formed by the intersection of parallel straight lines a and b with a transversa

Theorem Condition of parallelism of straight lines M

If the alternate interior angles formed by the intersection 12 a
of two straight lines with a transversal are equal, then
these straight lines are parallel.
34
The statement of the theorem: Two straight lines a N picture 2
b
and b intersect with the third straight line MN,
and the alternate interior angles are equal:
1 = 4.
The rule of the theorem: The straight lines a and b düz are parallel: a || b (Picture 2).
Proof of the theorem: As we know, two straight lines on a plane are either intersecting or
parallel. Assume that the straight lines a and b intersect at any point A (Picture 3) and that AMN
is a triangle. The transversal MN divides the plane into two half-planes. The triangle AMN is
located on one of these half-planes. On the other hemisphere, construct the triangle BMN, which
is congruent to the triangle AMN. Based on the condition, BMN = ANM and BNM =
AMN. In this case, the side BM of the angle is on the straight line a, and the side BN is on the
straight line b. Therefore, point B is the second point of intersection of the straight lines a and b.
Our hypothesis is incorrect because two straight lines cannot intersect at two different points.
Hence, the straight lines a and b are parallel: a || b.
The theorem is proved.
B M A
a
12
3 4
Nb
9AKİL 3
 Theorem Condition of parallelism of straight lines
If the sum of the co-interior angles formed by two straight lines with a transversal is
180 °, then these two straight lines are parallel.
The statement of the theorem: 4 + 5 = 180° (Picture 1).
The rule of the theorem: a || b
Prove based on the equality of the alternate interior angles.
Prove yourself.

Theorem Condition of parallelism of straight lines

Iki düz xattin kasanla amala gatirdiyi uyǧun bucaqlar barabardirsa, bu iki düz
xatt paraleldir.
The statement of the theorem: 1 = 5 (Picture 1).
The rule of the theorem: a || b
Prove based on the equality of the alternate interior angles.
Prove yourself.

Activity
ht line a and mark points A and B on it.
traight line b passing through point A and perpendicular to the straight line a.
traight line c passing through point B and perpendicular to the straight line a.
e relative position of the straight lines b and c.
ative position of the straight lines b and c by characterizing the angles between the straight lines b and c and the transve

Result: Two straight lines perpendicular to the same straight line are parallel.
a  c, b  c  a || b

Exercises
The straight lines a and b intersects with the straight line c. 1 2
If 1 = 8, 43 a
b) If 2 = 43°, 8 = 137°,
c) If 4 = 55° and 1 is 70° greater than 6, prove that a || b (Picture 4).
56
7 8 picture 4
b
2. The straight line AB intersects the straight line MN at point A nöqtasinda and the
straight line CD at point B.
a) if MAB = 45°, CBA = 135°,
b) if MAB = 60°, CBA = 60°,
c) if MAB = 90°, CBA = 90°,
is it possible to state that the straight lines MN and CD are parallel?
3. Is it possible to c c
state that the 123º c
a

straight lines a and 105º 79º

a
b are parallel based 75º
b
on Picture 5? 101º
123º a
Why? b
b
PİCTURE 5a PİCTURE 5b PİCTURE 5c
4. The straight lines a, b, and c düz intersects the straight
ad
line d in Picture 6. 1
If 1 = 132°, 2 = 48°, 3 = 58°, which of the b2
straight lines a, b and c are parallel? Why? c
Substantiate your thoughts. 3 Picture 6
5. It is known that AB = AC and CE = DE in Picture 7.
D
Which straight lines can be stated to be parallel? Why?
Substantiate your answer. A C
E
6. ACB = 38° and BAC = 71°in the triangle ABC. Construct
the bisector CK of the adjacent angle of the angle ACB. Can it
be stated that CK and AB are parallel? PİCTURE
B 7

7. Situation problem: Fencing

Is 32 m of material enough to build a fence around the beds?
Form of the beds
(Explain your answer by writing "Yes" and "No")
Bed A
Bed B
Bed C
Bed D
The gardener wants to make a fence around the flower beds in the forms A, B, C, and D
(Picture 8). The gardener bought 32 m of material to make the fence.
Complete the table based on the data in the picture:
Note. 4 correct answers are evaluated with 2 points, 3 correct answers with 1 point, and in
other cases with 0 points.
PİCTURE 8
 4.10. Parallel postulate. Properties of parallel
straight lines
Activity
1. Draw a straight line AB and a transversal c. Mark point M not on these lines.
c
M 2. Place a triangle and straight ruler a shown in the picture.
c
M

A B
A B
line c so that point M is positioned as shown in the picture. Draw a straight line a passing through point M.
lines AB and a be justified? What are the angles 1 and 2 shown in the picture called? Are they equal?
c
M a
1

A B
2

Parallel postulate: Through a point that is not on a straight line, only one
straight line can be drawn paralel to this straight line.

Theorem Properties of angles formed by parallel straight lines with a transversal

The alternate interior angles formed by two parallel straight lines with a transversal are
congruent.
The statement of the theorem: AB || CD and AC is a transversal.
The rule of the theorem: BAC = ACD.
Proof of the theorem: Assume the opposite. Suppose that BAC ≠ ACD (Picture 1). Take point
M so that MAC = ACD (based on the angle postulates).

Then based on the condition of parallelism of M

straight lines AM || CD. However, based on the
statement AB || CD. So have constructed two B A
different parallel lines through point A to the
straight line CD. This contradicts the parallel
postulate. Thus, our opposite hypothesis is
incorrect. When AB || CD, the alternate interior
angles are equal. C D
The theorem is proved.
PİCTURE l
 Theorem Properties of angles formed by parallel straight lines with a transversal
The sum of co-interior angles formed by two parallel straight lines with a
transversal is equal to 180°.
The statement of the theorem: AB || CD and B A
AC is a transversal (Picture 2).
The rule of the theorem: BAC + MCA = 180°.

Prove yourself.
M C D
Prove based on the equality of the alternate interior angles.
PİCTURE 2
Theorem Properties of angles formed by parallel straight lines with a transversal
Corresponding angles formed by two parallel straight lines with a transversal are
congruent.
The statement of the theorem: AB || CD and
AC is a transversal (Picture 3). B A
The rule of the theorem: BAC = MCK.
Prove yourself.
M C D
Prove based on the equality of the alternate interior angles.
K
PİCTURE 3

c thereaminingl
Result: Ifastraightlineisperpendiculartoone oftheparallelstraightlines,itisalsoperpendicularto
If a || b and c a, c is a transversal (Picture 4). 1
Then 1 = 2 = 90°, so, c a. Why? Explain.
2
Picture 4

Theorem The property of straight lines parallel to the same straight line
Two straight lines parallel to the same straight line are parallel to each other.
The statement of the theorem: a || c and b || c. a
The rule of the theorem: a || b (Picture 5 a). Aa
Proof of the theorem: Assume the opposite. b b
Suppose that the straight lines a and b intersect at c c
point A (Picture 5 b). Then two parallel lines can be PİCTURE 5a PİCTURE 5b
drawn to this straight line through point A, which does
not belong to the straight line c. This is not possible.
So, a || b. The theorem is proved.
 Exercises
1. Draw an arbitrary straight line and mark point A that is not on it. Draw a straight line b
through point a and parallel to line a.
2. Draw a straight line from the vertex C of the triangle ABC parallel to the side AB. How
many straight lines can be drawn through point C to AB? Why?
3. The straight lines a and b are parallel. The straight line m intersects the straight line a.
Determine the relative position of m with b. Justify your answer.
4. The Department of Transport Services wants to increase the
transport services offered to the population. They must
determine the turning angles at various cross-roads to explore
the roads without elbows. In the picture you can see that two
parallel roads intersect with the third one. Here, eight angles
are formed between the parallel and transversal lines
describing the roads, and it is known that one of the angles is
130°. How can the Department of Transport Services
determine other angles without measurements?
5. Given the straight lines a, b and c. I t i s k n o w n
t h a t a || b and c is a transversal (şakil 6). 1 2

Determine the followings: 4 3 a

a) If 4 = 50°, 6 = ?
b) If 1 = 172°, 5 = ? 7 = ? 5 6
c) If 5 – 2 = 44°, 8 = ? 7 8 b
ç) If 3 = 5·7, 3 = ? and 7 = ? c PİCTURE 6
6. If the sum of two alternate angles formed by two parallel straight lines with a
transversal is 150 °, what is a degree measure of each of these angles? What can
the degree measure of angles adjacent to these angles be?
3
7. Construct an arbitrary two parallel lines and a straight a
1
line intersecting them. Measure one of the angles with a
protractor. Determine other angles. Justify based on
which property you found the degree measure of each 6
angle. 7b
cd
8. Given the straight lines a, b, c and d. If 1 = 103°,
7= 77°, 3 = 65°, find 6 (Picture 7). Determine the PİCTURE 7
relative position of the straight lines a, b, c and d. E A D
9. A straight line is drawn parallel to the side BC
through the vertex A of the triangle ABC ( Picture 8).
Explore the followings:
a) If BCA = 53°, DAC=?
B C
b) If ABC = 71°, DAB = ? PİCTURE
8
 c) If ABC = 71° and DAC=30°, CAB =
? d) If CAB = 65° and ABC=45, DAC =
?
e) If EAB = 69° and DAC = 54°, determine the angles of the
triangle ABC.
. C
B
10. Given the parallelogram ABCD (Picture 9). If A = 88°,
determine other angles of the parallelogram.
A D
Justify your answer. PİCTURE 9
11. The straight lines a and b düz xatlari paralel and the straight line c is a
transversal. Based on the data given in Picture 10, determine the angles
between these straight lines.
a
1) 2) 3)
b b

7x (2x + 75)° (4x + 72)°

a c (6x – 32)°c c
a
b
PİCTURE lO
12. Picture 11 illustrates s e v e r a l s t r a i g h t l i n e s p a s s i n g C
through point B outside the straight line a. If ABm = 86,8°, B
KBm = 63,5°, mBC = 111,4°, MmB = 93,2°, A
a
which of these straight lines is parallel to a straight line a?
K O
13. The line segments AB and CD intersect at point m and M
get bisected at the point of intersection. Prove that AC || BD.
PİCTURE ll
14. If M = 135° and L = 45° in the trapezium MNKL, show its
parallel and non-parallel sides.
15. The straight lines a and b given in Picture 12 are parallel. Find x.
PİCTURE l2
1) b a 2)

20° b
140°
x x110°
30°a

16. Show a pair of parallel straight lines in the figures given in the pictures and prove
that they are parallel.
F
B C R S
Y A
X
E K
B
O
A D
O Z U T L K

PİCTURE l3 L
PICTURE l4 PICTURE l5 PICTURE l6 PICTURE l7
 4.11. Angles whose corresponding sides are parallel
Activity
1. Construct the angle AOB different 2. Construct the straight lines AO and
from a straight angle and mark an BO, which hold the sides OA and
arbitrary point M outsi de it. OB.
A A

O
O B B

M M
3. Draw straight lines a and b parallel to 4. Mark the angle A1MB1 with the
the sides OA and OB through point M vertex on point M and the sides on
using a straight and a triangle ruler. the straight lines a and b.
A a A a
Auxiliary line Aı
O O
B B
b b
M M Bı

5. What can be said about the angles AOB and A1MB1? A

What are these angles called? Measure the angles AOB
and A1MB1 with a protractor. What result did you get? Aı
(Picture1) O B
6. What kind of angles are the angles A1MC which is
the adjacent angle of the angle A1MB1
and AOB? What can you say about the sum of them?
(Picture1) C M Bı
Theorem Angles whose corresponding sides are parallel PİCTURE l
A
Aı
Angles whose corresponding sides are parallel are either
congruent or the sum of their degree measures is 180 °.
The statement of the theorem: AOB and A1O1B1, OA || O1A1; O B Oı Bı
OB || O1B1 PİCTURE 2a
The rule of the theorem: AOB ͇⁓ A1O1B1 (Picture 2a) or A Aı
AmB + A1O1B1 = 180° (Picture 2 b).
Prove yourself.
O B Bı Oı
PİCTURE 2b
 If both angles, whose corresponding sides are parallel, are acute angles or
both are obtuse angles, these angles are congruent.
If one of the angles, whose corresponding sides are parallel, is an acute and
the other is an obtuse angle, the sum of these angles is 180 °.
If both angles, whose corresponding sides are parallel, are right angles, the
sum of these angles is 180 °.

Exercises
a) Construct a straight line AOC. Construct an angle BOD whose sides are
parallel to the sides OA and OC, respectively. What can be said about the angles
AOC and BOD? Explain your answer.
b) Construct a right angle MNK. Determine the type of the angle PSR whose
sides are parallel to the sides NM and NK, respectively.
1. Draw the angle ABC of 60 °. Construct an angle MNK whose sides are parallel
to the corresponding sides of this angle. What can the degree measure of the
angle MNK be? Why?
2. Samir says that if the degree measures of the angles AOB and MCD are equal,
then the corresponding sides of these angles are parallel. Is he right? Is it
possible to say that if the sum of degree measures of two angles equals 180 °,
their corresponding sides are parallel?
3. The corresponding sides of the angles AOB, CED and MKP given in Picture 3
are parallel. Find the degree measure of the angles:
a) A C b) A P D

65° P M
O E ? ? C
B 113° ?
B D K ? KO E
PİCTURE 3 M
4. Given the angles ABC and DMK: BA || MD and BC || MK. Determine the
degree measure of the angles:
a) A b) ∠ABC + ∠DMK = 236° c) A
B 3x D B (3x – 50)°
K K
C A D C D
? ? (7x –30)°
M (2x+15)°
K B M M C
PİCTURE 4
5. a) One of the angles whose corresponding sides are parallel is 20% of the
other. Find the degree measures of these angles.
b) The ratio of angles whose corresponding sides are parallel is 3:6. Find the
difference of the squares of the degree measures of these angles.
 4.12. Angles whose corresponding sides are perpendicular
Activity
le AOB different from a straight angle2.
andDraw
mark
straight
an arbitrary
lines through
pointpoint
M outM perpendicular
side it. to the sides OA and OB.
M
M A
A C

ODB
O B
e degree measure of AOB and CMD. What is the sum of their degree measures?
MC to a straight line. Compare the degree measures of the obtained angles AOB and DMK. What result did y

B, CMD or AOB, DMK. What is the

K relative position of the corresponding sides of these angles. In each case, w
M
A
C
O D B
Theorem Angles whose corresponding sides are perpendicular
Angles whose corresponding sides are perpendicular are either congruent, or the sum
of their degree measures is 180 °.
The statement of the theorem: AOB and A1O1B1, OA  O1A1; OB  O1B1.
The rule of the theorem: AOB ͇⁓ A1O1B1 or AOB + A1O1B1 = 180°.
Proof of the theorem: B
Suppose that AOB and A1O1B1 are given angles. If AOB is a
Bı
straight or right angle, then the angle A 1O1B1 is also a straight or Oı
right angle. That is, in this case, AOB ͇⁓A1O1B1.
Suppose that the AOB <180 ° (different from 90 °). In this case, O A
2 cases are possible. Aı
Case 1: AOB < 90° (Picture 1). Construct the ray OC so that C D
OA  OC and points B and C are on opposite sides of the PİCTURE l
straight line OA. Then draw the ray OD so that ODOB and
points C and D are on the same side of the straight line OA.
As AOB = 90° – AOD and COD = 90° – AOD, AOB ͇⁓ COD. As the
corresponding sides of the angles COD and A1O1B1 are parallel (Explain why?), these
angles are either congruent, or the sum of their degree measures is 180 °.
Case 2: AOB > 90° (Picture 2). Construct the ray OC so B
that AOB and AOC are adjacent angles. AOC is an
acute angle and its sides are perpendicular to the Bı
corresponding sides of A1O1B1. So, either AOC + Oı
A1O1B1 = 180°, or AOC ͇⁓ A1O1B1.
As the angles AOC and A1O1B1 are adjacent in the first A O Aı
case, AOB ͇⁓ A1O1B1 or D
AOB + A1O1B1 = 180°. The theorem is proved. C
PİCTURE 2
Exercises
1. a) Draw a straight angle AOC. Construct the angle BOD whose sides are
correspondingly perpendicular to the sides OA and OC. What can be said
about the angles AOC and BOD? Explain your answer.
b) Draw a right angle ABC. Determine the type of angle MNK whose sides are
correspondingly perpendicular to the sides BA and BC.
2. Draw an angle MOK of105°. Construct the angle AOB whose sides are
perpendicular to the sides of this angle. Find the degree measure of the angle
AOB and determine its type.
3. Given the angles AOB and CED whose corresponding sides are perpendicular.
a) if AOB = 56°, CED = ?
b) if AOB : CED = 2:7, AOB = ? CED = ?
c) if AOB = 3·CED, AOB = ? CED = ?
ç) if AOB = 20x + 44°, CED = 10x + 46°, AOB = ? CED = ?
4. Draw an arbitrary angle AOB and mark point M on the side OA. Construct an
angle CMD whose vertex is on point M and sides are perpendicular to the
corresponding sides of the angle AOB.
5. Given the angles ABC and DMK: BA MD and BC MK. Determine the
degree measures of these angles (Picture 3).
a) b) ∠ABC + ∠DMP = 184° c) K
A
K
A A B
(4x – 10)°
D K
D ?
B (3x– 33)° C
2x B ? M
M (6x – 30)°
C
M
3 D
PİCTURE C
 Consolidation
1. Convert the square of the given binomials
to polynomials: 8. The straight line c intersects the
a) (m – 4) ;2
b) (7 + 2b) ;2 parallel straight lines a and b.
2 a) If the sum of alternate interior
angles is 156°;
c) (– 3a – 0,4)2; ç) ⎜ n 1 ⎟ ; b) if the sum of corresponding angles is 240°;
b) ;
4
e) (3a4 – 1,2b2)2; f) (m2n3 + k3)2; c) if the difference of co-exterior angles is
2 40°, determine the degree measures of the
g) h)
angles between these lines.
2. Calculate the square of the given 9. If a || b, find x.
numbers by using the formula for the a
b
square of the binomials: x
125°108°
a) 3,92; b) 100,12; c) 29992. 10. Find the value of equations:
3. Simplify the expressions:
a) (5a2 – 2b)2 + 20a2b;
48  45
2 2
88  53
2 2
b) x4 – 121 – (x4 + 11)2;
c) 16m(m – 1) – (4m – 1)2. a) 742 1922 ; 2 b) 202 152 ;
89  61
4. At what value of x, the square of the c) 2 2
.
binomial (4x – 1) is 10 units greater than 89  2 89  61 61
the 4 times of the product of the square of 11. Solve the equations: 2

(2x – 3)? 9  x  0;
a) 121a2 – 25 = 0; b) 1
5. Decompose the polynomials into factors:
16
a) 16a2 + 56ab + 49b2; c) (1 – 2b)(1 + 2b) + 4b(b – 2) = 49;
b) – c2 – 4cd – 4d2;
c) x2 – 9x + 14. d) (x – 2)3 + (x + 2)3 = 2(x – 3)(x2 + 3x + 9).
12. Given that a – b = 25, ab = 144, a and
6. With what expressions will the product of b are natural numbers. Find the value of (a3
the binomial (3a - b) make the following – b3).
polynomials?
13. If the difference between two angles
a) 9a2 – b2; b) 9a2 – 3ab; c)
whose corresponding sides are parallel
c)– 9a2 + 6ab – b2;
d) 9a2 – 6ab + b2 ; is 48°, find the difference of squares of
e) 27a3 – b3; f) b4 – 3ab3; these angles.
g) 3ax +3ay – bx – by. 14. If one of the angles whose corresponding sides
7. Write necessary expressions instead of dots: are perpendicular is equal to 2/3 of the other, find
the incomplete square of the sum of the degree
measures of these angles.
a) … 2 – … = (2a – …)(2a +7);
b) (n + …)2 = … + … + 16;
c) (… – 2n)2 = k2 – … + … ;
d) (… + … )2 = 1 + … + 49x2 .
SECTION 5. SYSTEM OF EQUATIONS. SIDES AND ANGLES OF A
TRIANGLE. DATA ANALYSIS AND PROBABILITY

5.1. Methods to represent a function

Activity Formula, table, graph

1. What do you understand by a constant quantity or a variable quantity? What
kind of quantity is the weather temperature? What would you call the ratio of
the length of a circle to its diameter: constant or variable? How do you justify
your ideas?
2. Show the variables in the equation given in the form y = 2x + l. Determine the
value of y when x = 1. But if x = – 3, ühat value does y get? State which of
these variables is independent and which is a dependent variable. How is the
function represented by the equation y = 2x + 1 ? Share your thoughts.
3. The change in air temperature during the week is given in tabular form.
Days of Monday Tuesday Wednesday Thursday
the week Friday Saturday Sunday
Average
temperature 25°C 22°C 23°C 24°C 20°C 21°C 17°C

What was the average temperature during the week? Determine the average
temperature on Friday based on the table.
4. The time dependency of the temperature during the day is shown more clearly
in the graph (Picture 1).
°
t ( C) Determine based on the graph:
a) What was the temperature at
6 8 o'clock?
5 b) How did the temperature
4 change during the day?
3 c) Mark the highest and the
2
lowest temperature.
1
Can this dependency between
0 2 4 6 8 10 12 14 16 18 20 22 24 T (saat) temperature and time be called a
–1
–2 function?
–3 5. In what ways is the function
–4 described in the above-given
–5 examples? Which of the
–6 methods do you think is more
convenient? Why? Justify
PİCTURE l
your answer.

156
 System of equations. Sides and angles of a triangle. Data analysis and probability
"Function" is one of the basic concepts of mathematics. Constant or
variable quantities are used to represent a function. A quantity that has various
numerical values is called a variable quantity, and a quantity that has a fixed
numerical value is called a constant quantity. For example, air temperature, car
speed, sea level, etc. are variable quantities. The number of seasons of the year,
the ratio of the length of the circle to the diameter, etc. are constant quantities.
Often, one value of any quantity causes another quantity to receive any value
accordingly. In that case the second variable depends on the first. The first
variable is called an independent variable, and the second variable is called a
dependent variable.
An independent variable is called an argument, and a dependent variable is
called its function.
Definition: Each element x in the set X is called a function (rule) that opposes the only y
element of the set Y and is written as y = f (x). y is called the image of x.
The set of possible values that an argument can take is called the domain of
the function, and the set of images of all the elements of the domain is called the
range of the function.
The function is generally denoted as y = f (x). Here x is the argument and f (x) is the
function. When X and Y are numerical sets, the function f is called a numerical
function.

Methods to represent a function

Analytical method Table method Graphical method

The function can be represented by the analytical method (by a formula).
For example, y(x) = x2 + 1 or y = x2 + 1
When x = 3, y(3) = 32 + 1= 10. When y = 2, x = 1 or x = – 1.
The function can be represented in tabular form. For example:

x –3 –1 0 1 2 3
y 2 5 2,5 2 5 7
Based on the table, it can be said that, when x = – 3, y = 2 and when x = 1, y = 2. olduqda, y = 2
values of any function for integer values – 3; – 1; 0; 1; 2; 3 of x. y
an also be represented graphically. Graphs are used to visually describe functional dependency.
of coordinates given in the table above in the coordinate system and join them in sequence.
ph, foe example, it can be said that, when x = 1, y = 2 (Picture 2).
7

2
1
-3 -2 -1 0 1 2 3x
picture 2
 Exercises
1. Read the expressions, indicate the argument (independent variable) and function
(dependent variable):
a) s(t) = 90t;3 b) p(x) = 17,8x; c) C(R) = 2R;
d) y  x   x  2; e) t  s   ; f) f(x) = 2 –5x2.
s
5 60
2. Calculate the value of y at the values – 2; – 1; 0; 1; 2 of x:
x y
a) y = 8x; b) y = – 2x; y = 3x –2–6
c) y = – x – 3; d) y = 10x + 8.
–1 –3
3. The function is represented by the formula y (x) = 2x –1. 0 0
a) Calculate the value of y at the values 10; 1 3
– 4,5; 15; – 21 of x. Show the 2 6
correspondence between the values of x
and y with an arrow.
What values will the variable x get at the
1
values – 19; 205; 3 of y?
2

4. Given the following correspondence between the variables x and y (Picture 3 a,

b) verilmişdir. Express this correspondence with a formula.

x y x y
–2 –1 –2 4
0 1 0 0
1 2 1 1
2 3 3 9

PİCTURE 3a PİCTURE 3b
1
5. Funksiya f (x) =  2x 1 düsturu ila
verilmişdir.
3
a) What do the notations f (3), f(– 12), f (2, 1) denote? To find them,
what values should be written instead of x in the given formula of f (x)?
b) Find x based on the equations f (x) = 0; f (x) = 2,4; f (x) = – 0,9.

6. The function is presented by the formula p(x) = 2 – 5x2 . Determine which of the
following equations is true:
158
a) p(– 2) = – 18; b) c) p(4) = 78; d)

159
7. The table below shows the dependency of q atmospheric pressure on h sea level
altitude.
h, km 0 0,5 1 2 3 4 5 10 20
q, mm Hg 760,0 716,0 674,0 596,1 525,7 462,2 404,8 198,1 40,9
a) Determine the atmospheric pressure at an altitude of 1 km, 3 km, 5 km, 10 km.
b) At what height above sea level is the atmospheric pressure equal to 760.0
mm Hg, 674.0 mm Hg, 40.9 mm Hg?
8. Complete the table and plot the obtained pair of coordinates in a rectangular
coordinate system by joining the obtained points in sequence. Which figure did
you get? What is the dependency between the coordinates of the points?
x 4 0 –2
1
y x3 5 7 –3
2
9. Picture 4 shows a graph of the change in the length of days depending on the
seasons. The ordinate shows the length of the day for the first day of each
month, and the abscissa shows the number of each month.
a) On the 1st of which
month the length of the
Length of a day, mins. day was 10 hours, 700
900 minutes, 850 minutes?
b) In what season of the year
800 was the length of the day
more than 700 minutes
700
and less than 10 hours?
600 c) What was the length of the
day for the 1st of January,
months
500 March, May, July, and
0 1 2 3 4 5 6 7 8 9 10 11 12 October?
PİCTURE 4
10. Given the graph of the function (x) (Picture 5). Determine based on the graph:
a) Find the values of y (0), y (2), y (4), y (– 1). y
b) At what value of x, does the function get
values 1, 2, 0?
c) State several values of x so that y has a 4
3
positive sign at those values.
2
d) State several values of x so that y has a negative 1
sign at those values. 01 2 3 4 5x
e) State several values of x so that y is PİCTURE 5
equal to zero at those values.
• Which of these points (2; 0); (4; 1); (0; 1); (0; – 1); (– 1; 0) belong to the given graph? Why?
 5.2. Linear function and its graph

Activity y = kx + b
id about the values that y can get?

he table in the rectangular coordinate system. Connect the obtained points in sequence. Which figure did you get? Wou
Example
1. Construct the graph of the function y = 2x + 1. y
2. Assign several values to x and determine y. Place the
values of the argument (x) and function (y) in the table.
x y corresponding to a given
Plot the points
–2 –3 3
pair of coordinates
–1 –1 in a rectangular coordinate
0 1 system. Connect the obtained points in
1 3 sequence. The resulting graph is a straight line. 1
2 5 This straight-line makes an acute angle with the 01 x
the positive direction of axis OX (Picture 1).
Picture l
Note. Since it is possible to cross a straight line through two points, it is
sufficient to give x two values when designing a table.
The function given by the formula y = kx + b for given numbers k and b, is called a
linear function. When b = 0, y = kx, which is the formula for a directly proportional
relation. When k = 0, y = b, such a function is called a constant function.
The graph of a linear function is a straight line. Here k is called an angular
coefficient of a straight line. When k <0, the straight line makes an obtuse angle with the
positive direction of the axis OX, and when k>0, it makes an acute angle.
The graph of the function y = kx + b:
1) When k > 0, b > 0, it is located in quadrants I, II and III;
2) When k > 0, b < 0, it is located in quadrants I, III and IV;
3) When k < 0, b > 0, it is located in quadrants I, II and IV;
4) When k < 0, b < 0, it is located in quadrants II, III and IV.
The graph of the linear function y = kx + b crosses through the point (0; b). The
straight line y = b passes through the point (0; b) and is parallel to the axis Ox; The
straight line x = a passes through the point (a; 0) and is parallel to the axis Oy.
When you write any number instead of x and multiply it by a given number,
and add the result to the given number b, you get a certain number, so the
domain of the linear function is a set of all numbers.
Since the value of the expression kx + b for an arbitrary number x is also an
arbitrary number, the set of values of the function y = kx + b is the set of all
numbers as well.
y = kx + b funksiyasının qiymatlar çoxluǧu da bütün adadlar çoxluǧudur.
 Exercises
1. (Perform orally) Which of the following functions given with a formula is a
linear function? Why? Determine k and b in each linear function:
x
a) y = – x – 2; b) y = x2 + 6; c) y  4;
5 x
d) y = 10; e) y   7; f) y    8.
x 3
2. Connect the points corresponding to the coordinates given in the table in sequence in a
rectangular coordinate system. Which figure is the graph obtained? How to express the
functions corresponding to these graphs with formulas? Determine the value of k.

x –2 0 2 3 4 7 x –2 0 2 3 4 7
y 5 5 5 5 5 5 y 0 0 0 0 0 0

x 0 0 0 0 0 0 x –2 –2 –2 –2 –2 –2
y –3 –2 –1 0 3 5 y –2 0 2 3 4 7
3. a) Which figure is formed by the points with -axis 6 in a rectangular coordinate
system? In this case, what is the formula for the obtained straight line?
b) Which figure is formed by the points on the graph of the constant function y = - 3?
c) Write some constant functions and construct their graphs. Determine the
relative positions of these graphs with the axes OX and OY.
4. Construct a graph and a table of values corresponding to the functions given
with formulas. What figure is the graph of these functions? At least coordinates
of how many points is it enough to know to construct a graph of a linear
function? Why?
a) y = 2x – 1; b) y = – 2x+1; c) y = 3x – 4;
1 1
d) y = 0,5x – 2; e) y  x  3; f) y  x  3.
4 2
5. Inayat and Ugur graphed a function given with the formula y (x) = 2x + 3. In the
rectangular coordinate system drawn by Ugur, the single line segment selected on the
abscissa and ordinate axes was one checker, and in the coordinate system drawn by
Inayat, the single line segment selected on the abscissa and ordinate axes were two
checkers. How is their graph different? Together with your classmate, construct a graph
as they did, and determine the followings, discuss the results you get:
a) y (0) = ? y (1) = ? y (– 3) = ?
b) At what values of x, y (x) = 1; y (x) = 4; y (x) = 0; y (x) = – 1?
c) At which point does the function y (x) intersect the axis OX? And at which
point does it intersect the axis OY?
 6. Construct the graph of the function y = x + 2. Based on the graph, determine
whether the points M(0; 2), N(1; 3), A(–1; 1), B(– 4,7; – 2,7), C nöqt
are on this graph or not. How can we determine whether these
points belong to the graph of the function y = x + 2 without plotting them on the
graph?

7. Without constructing a graph, determine through which of these points A (0;-1/3), B (1;-
2), C(1/3;1/3), D (2;3), does the graph of the function y=2x-1/3 pass?

8. . Graph the function y = - 0,5x - 2 and show the values of x on it so that y has a
positive or negative sign at these values. On this straight line, indicate several
points whose a) abscissa has a positive and ordinate has a negative sign; b)
abscissa has a negative and ordinate has a positive sign; c) abscissa and
ordinate have a negative sign; d) abscissa and ordinate have a positive sign (if
possible). State in which quadrants the graph is located.
9. Based on the graphs given in Picture 2, construct a table of values for the
variables x and y and write the formula for the function. What kind of angle do
the graphs for each case make with the positive direction of the axis OX?
y y y
a) b) c)

1 1 1
01 x 01 x 01 x

picture 2

10. Farid plotted graphs of constant functions at given intervals in a rectangular

coordinate system and obtained any figure. He determined that the perimeter of
the figure was 20 cm. Draw the figure that Farid drew and make sure that the
perimeter is found correctly.
1) When the variable x is between – 3 and 3, y = – 2;
2) When the variable y is between – 2 and 2, x = 3;
3) When the variable x is between – 3 and 3, y = 2;
4) When the variable y is between– 2 and 2, x = – 3.
 11. Determine which figure the straight lines y = 0; y = 3; x = 0;x = 2 form.
Where is point located? Find the area of the figure?

12. Jamal explored the graph of the function and identified the following
propositions. Express your opinion on his ideas. Justify which proposition is
right and which is wrong.
a) The graph of the function y = 9x + 1 intersects the ordinate axis at point (0;1);
b) The graph of the function y = – 5x – 7 makes an obtuse angle with the positive
direction of the abscissa axis and does not intersect the ordinate axis;
c) 3x  and y = 1,5x – 2 - the graphs of these functions overlap;
4y 
2
7x 12 6  4x -The graph of both functions intersects the axis OY at the
ç) y  va y  same point.
10 5
13. If it is known that the graph of the function y = kx + 2 passes through the point
a) M (- 2; 4), b) N (5; 2), find the value of the angular coefficient k.
14. If it is known that the graph of the function y = – 3x + b passes through the
point a) A(– 7; – 12), b) B(3; – 7), find the value of b.
15. Graph the functions y = 10 - 2x and y = 2x + 2 in the same rectangular
coordinate system. State the type of angle that each graph makes in the positive
direction of the axis OX. Determine the abscissa and ordinate of the point of
intersection of these graphs.
16. Determine the coordinates of the point of intersection with the coordinate axes
of the graphs given in Picture 3. Find the areas of the triangles obtained.
y y y
a) b) c)
4 1
0 x
–3 1
1
2x –2 01 x
0

picture 3
17. Construct a graph of the function y = 13 - x and determine the coordinates of
the point of intersection with its coordinate axes. Calculate the area of the
resulting right triangle.
 5.3. Direct proportion graph

Activity y = kx
1. What are directly proportional quantities? What is the formula for direct proportionality?
In y = kx + b, if b = 0, how will the formula written? What dependency does this formula indicate?

3. Graph the function y = 3x in the rectangular coordinate system. If x = 0, what

will the value of y be? Which points are this pair(0; 0) coordinates of ? What does y  3

mean? x
y
4. Graph the function y = – 3x. Based on x  3, can you justify that points A(– 2; 6),

elationship between the quadrants in which the graphs are located and the anglular coefficient? Determine th

The dependency given by the formula y = kx (k ≠ 0) is called a direct

proportionality. The graph of the direct proportionality is a straight line passing
through the origin O (0; 0). When k> 0, the graph of the direct proportionality is
located in quadrants I and III, and when k <0, in quadrants II and IV.
Exercises
1. (Perform orally) Which of the following functions given with the formula is
directly proportional? Why? State the sign of k in direct proportions.
x 1 x
a) y = – x; b) y = x3; c) y  ; d) y = 10 + x; e) y  ; f) y   .
12 x 7
2
2. In equations a) y = – 2x;  x; c) y = 5x, determine the angular coefficient k.
b) y 5
Write such numbers instead of x and y that the ratio is equal to k.
3. Which point is always on the graph of the function y = kx, regardless of the
value of k? Coordinates of how many enough points is it enough to know to
construct a direct proportion graph? Which of the points do you think is
advisable to take in this case?
1
4. Construct the graph of functions y = 4x and y  in the rectangular coordinate
x system.
4
Will the obtained graphs be in the same quadrants? Why? Graph the function y = - 4x in
the same coordinate system. In what quadrants will its graph be located?
 5. If the graph of the function y = kx passes through angle do these straight lines incline
a)M(5; 12); b) N(- 4;1/2), determine k. At what the abscissa?

6. Based on the given graphs (Picture 1), determine the sign of k and justify your
thought. Write the formula for these functions.
y y y
a) b) c)

2
1
x x 01 x
–1 0 –2 0
–2
PİCTURE l
7. Which straight line is formed by points whose abscissa is equal to "0"? Can
you tell which straight line the points with the ordinate "0" form? Express these
straight lines with a formula.
8. To which direct proportion graph do the given points
Explain how you determined it.
9. Write the angular coefficient and the formula of the
direct proportion graph based on the correspondence given in Picture 2. Determine the
quadrants in which the graph is located.
x y x y
a) –5 –25 b) –8
4
0 0 0
0
2,5 12,5 1
–0,5
8 40 3
–1,5
PİCTURE 2
10. a) When does the direct proportion graph y = kx form 1) an acute angle;
2) an obtuse angle with the positive direction of the abscissa axis?
b) A graph of which straight line is 1) parallel; 2) is perpendicular to the
ordinate axis? Give an example of such straight lines.
11. Determine the sign of k and b for the linear functions described in Picture 3:
a) y b) y c) y ç)y

0 x 0 x 0 x 0 x

PİCTURE 3
 5.4. Relative position of linear function
graphs

Activity
n of straight lines on a plane. Explain how straight lines having no common point, one common point, or an i
he same rectangular coordinate system. Identify their relative position and share your thoughts on their posi
ectangular coordinate system. Identify their relative position and share your thoughts on their position. Deter

4. Construct the graph of the functions y = 0,5x – 2, y  x  4 .

2
Identify their relative position and share your thoughts on their position.

There are three possible relative positions of the straight lines given with
equations y = k1x + b1 and y = k2x + b2:
1. When k1 ≠ k2, straight lines y = k1x + b1 and y = k2x + b2 intersect at a point.
2. When k1 = k2, b1 ≠b2, straight lines y = k1x + b1 va y = k2x + b2 are parallel.
3. When k1 = k2, b1 = b2, straight lines y = k1x + b1 va y = k2x + b2 coincide.

Straight lines are parallel Straight lines overlap Straight lines

intersect
y y y

1 1 1
01 x 01 x 01 x

picture l
 Exercises
1. Determine the relative position of graphs of the functions:
a) y = 4x va y = 4x + 5; b) y = x + 9 va y = – 3x +
1;
2x  22
c) y = 10x + 1 va y = – 10x – 1; d) y = x –11 va y  .
2
2. Javid says that the graphs of the following functions are parallel. Do you think
Javid is15
right? 10 12 3
a) y  x  6 va y = 5x + 6; b) y  x 1 va y  x  ;
3 25 30 4
7 9
c) y = x + 7 va y =7 +x; d) y  x  6 va y  x  6.
9 7
3. Are there any mistakes a) y b)
y
c)
y
in the construction of
the given graphs
(Picture 2)? How do
you think these graphs 1
should be located? 1 1
0 1 x 0 1 x 0 1 x
Justify your answer by
doing the construction y = x – 2,5
correctly. Pict URE
2
4. Construct the graphs of the following functions in the same rectangular
coordinate system and determine their relative position. Compare the angular
coefficient k for each case.
a) y = – 2x + 7 va y = 0,5x – 5,5; b) y = x + 7 va y = x – 5;
c) y = 1– 2x va y = x – 3; d) y = – x + 5 va y = 0,2 – x.
What is the position of straight lines with different angular coefficients? What can be said
about the relative position of straight lines with the same angular coefficients?
5. Write a number instead of stars in the given equations so that the graphs of the
obtained functions are:
1) parallel; 2) intersecting; 3) coincident (if possible).
a) y = ◆ x and y = ◆ x + 5; b) y = ◆ x +19 and y = – ◆ x + 9;
c) y = ◆ x + 0,1 and y = – ◆ x + 0,1; d) y = ◆ x –1,5 and y = x – 1,5;
5 * 1
e) y   6 and y = ◆ x – 6; f) y = ◆ x –7 and y  x  .
* 3 4
6. Graph the given functions. Determine the coordinates of the point of intersection
of straight lines:
a) y = 5x – 7 and y = 5 + 2x; b) y = – x – 6 and y = 3 + x;
c) y = x – 4 and y = 1 – 2x; d) y = 7x and y = 5 + 3x.
 5.5. Distance, time, speed

Activity s=υt
from Baku to Mingachevir at a speed of v km / h. How many kilometers does the train travel in t hours?
e from Baku to Mingachevir in s (km). What formula can be used to determine the length of a distance the train overcam

Baku υ (km/h ) Mingachevir

t (hour)
s (km)
f t = 0,5 hours; t = 2 hours; t = 2,5 hours, calculate the distance s using that formula.
and t change during the motion? In your opinion, which of these quantities is dependent and which is independent?

The value of the variable s is directly proportional to the value of the variables
t and v. The dependency of the variable s on the variable t (or v) is a functional
dependency and is denoted as s (t) (is read as: es, te).
s(t) = v  t
Exercises
1. Picture 1illustrates the schedule of a motor car and a bus. Answer the questions
using the picture.

t (hour)

6
5
4
3
2 picture l
1
0
20 40 60 80 100120140160180200220 s (km)

a) How many kilometers did the bus cover in the first 3 hours? How far did the car travel?
b) How far did each vehicle travel to the stop?
c) How many hours did each vehicle travel before stopping?
 d) What was the speed of each vehicle before stopping?
e) How long had each vehicle been parked?
f) What was the speed of the bus and the car after the stop?
2. The pedestrian moves in a straight line with constant acceleration at a speed of 3 km / h.
Express the distance s covered by the pedestrian in t. Construct a distance-time
dependency graph. Based on the graph, determine the distance covered by the pedestrian
in 0.5 hours, 1 hour, 1 hour, and 30 minutes.
3. Cars A and B started driving at the same time. Based on the graph of their movement (Picture 2),
determine the followings:
a) How long did it take the cars to s (km) PİCTURE 2
drive from the start of movement until
they met?
600
500 A
b) What is the distance covered by each car 400
until they met. 300 B
c) How many kilometers was the distance between 100
the cars when they started moving? t (hour)

d) What is the speed of each car? 0 1 2 3 4 5 6

4. Picture 3 shows the graph of a pedestrian movement from point A to point B.

Using the graph, identify the following:
s (km)
PİCTURE a) At what distance from point A is point B?
40 A
35
3 b) At what average speed does the pedestrian move?
30 c) At what distance from point B did the
25 pedestrian rest?
C D
20 d) How long did the pedestrian rest??
15
10 e) How long did it take the pedestrian to reach
5 point B after stopping?
Formulate the distance s(t) in AC, CD, and BD.
B
0 123456 7 8 9 10 t (hour)

5. Situation problem: Mount Fuji

People are allowed to climb Mount Fuji, which is considered sacred in Japan, from July
1 to August 27 each year (including the 27th). About 200,000 people visit the mountain
during this period.
Question 1: How many, on average, people visit Mount Fuji every day?
Question 2: The path to Mount Fuji is about 9 km long. Pedestrians who climb
the mountain must return at 20.00 after covering a distance of 18 km. One of the
pedestrians claims that he can climb this mountain at a speed of 1.5 km / h and
descend twice as fast, in which case he will have time to eat and rest. At what
time should this pedestrian start climbing the mountain so that he can return at
20.00?
Question 3: The pedestrian takes a pedometer with himself and determines that
he has taken 22,500 steps while climbing the mountain. Determine the average
length of his step and write the answer in centimeters.
 5.6. Temperature measurement

Activity
1. What device is used to measure temp
2. What is the freezing and boiling point
3. What is the normal human body temp
4. How is air temperature measured?

Temperature is mainly measured in degrees Celsius (°C) and sometimes in Fahrenheit ( °F). The relationship

F

The Fahrenheit Scale is used to measure temperature The boiling point

°
212° F
in the United Kingdom and the United States.İt is approved 100 C of water
that 0° C = 32° F, 100° C = 212° F. Each division of the
1
Fahrenheit scale is taken to be 1°F  götürülür.
Here 180°F = 212°F – 32°F 180 37° C Human body
temperature °
(the difference between 98,6 F
the boiling and freezing
tempertature of water).
The freezing point
The Fahrenheit scale was proposed in 1724 by the German of water 32° F
physicist Daniel Gabriel Fahrenheit. 00C PİCTURE l
Example
1) Convert 25° C to Fahrenheit.
9
Solution: To convert Celsius to Fahrenheit, use F  C  32:
9
C = 25, F   25  32 5
77. Answer: 77° F.

5
2) Convert 68° F Celsius. 5 5 9
Solution: To convert Fahrenheit to Celsius C    F  32
5
F = 68, C   68  32 =9 20. Answer: 20° C.

9
Exercises
1. Check the accuracy of equations 0° C = 32° F; 37°C = 98,6° F and 100° C = 212° F using
the formula.
2. Use a thermometer to find out how much Fahrenheit the temperature is in the
classroom or at home.
3. Find the Fahrenheit value of the following degrees:
a) 60C; b) 15C; c) 50C; d) 85C; e) 30C; f) 55C;
g) 63C; h) 5C; i) 53C; j) 47C; k) 122C; l) 18C.
4. Find the Celsius value of the following degrees:
a) 41F; b) 113F; c) 59F; d) 149F; e) 239F; f) 194F;
g) 95F; h) 104F; i) 80F; j) 34F; k) 87F; l) 100F.
5. The air temperature in some cities and regions of Azerbaijan in January is given
in the table below. Complete the table.
Names of
Baku Ganja Sumgayıt Mingachevir Shaki Agdam
cities and regions
°C 14° 20° 16°
°F 64,4° 75,2° 62,6°
6. Namig prefers to swim backward in an open pool with a water temperature
between 20 ° C and 30 ° C. If the water temperature is 120 ° F, will Namig swim
in this pool? What must the highest and lowest temperature of the water be in
Fahrenheit for Namiq to swim in the pool?
7. Based on research on global warming, scientists predict that over the next 60-70
years, the average temperature may rise by 4 ° F and 9 ° F. This means that, for
example, the average temperature for January can range from 69 ° F to 74 ° F
instead of 65 ° F. What is the average temperature forecast for January in
Celsius?
8. Practical work: Pupils are divided into 3 groups. Each group acquires pictures
of their favorite sports from magazines or websites and pastes them on a sheet of
paper. The temperature is written in °C under the picture corresponding the
weather condition in which the chosen sport is held. Each group transfers its
work to another group and instructs to convert °C to °F. Each group then checks
the correctness of the answers.
9. . Conversion of Celsius to Fahrenheit or Fahrenheit to Celsius using a calculator
is done as follows:
1) 60°C = ? 9 ÷ 5 x 60 + 32 = 140

2) 140° F =? 140 – 32 = 108 x 5 ÷ 9 = 60

Complete the equations using a calculator:
a) 32°C = ? F; b) 70°C = ? F; c) 99°F = ? C; d) 159°F = ? C.
 5.7. Linear equation with two variables and its graph

Activity ax + by = c
al 3x to each side of the equation given by the formula y = - 3x + 2. What equation did you get? How many variables are involv
you call the equation 3x + y = 2? If x = 0 in this equation, what is the value of y? What is the value of the variable x if y =
The equation in the form of ax + by = c, where a, b and c are given numbers, x
and y are variables is called a linear equation with two variables.
For example, In the equation 2x – 3y = 5, a = 2, b = – 3, c = 5.
A pair of values that satisfy the two-variable linear equation is called the root of
that equation.
Equations with the same set of roots are called equivalent equations.
Property 1. Adding and subtracting the same number to each side of an equation
gives us an equivalent equation.
Property 2. If you multiply each side of an equation with the same nonzero
number you produce an equivalent equation.
Example
1) In the equation 5x – 2y = 8, express y with x.
Solution: Subtract 5x from each side of the equation:
5x – 2y – 5x = 8 – 5x.
Divide each side of – 2y = 8 – 5x by (– 2): This equality y = – 4 + 2,5x is
the expression of y with x.
Based on the Property1 and 2, 5x – 2y = 8 and y = – 4 + 2,5x are equivalent equations.
2) In the equation 5x – 2y = 8, express x with y.
Solution: Add 2y to each side of the equation:
5x-2y + 2y = 8 + 2y
Divide each side of 5x = 8 + 2y by 5:
8  2 or x  8  2 y
yx  – This equality is the expression of x with y. Based on
5 5 5 8 2y
the Property1 and 2, 5x – 2y = 8 va x   tanliklari eynigüclüdür.
3) A pair of which numbers is a root of this5 equation
5 5x – 2y = 8?
Solution: In the equation 5x – 2y = 8, if x = 1, 5·1 – 2y = 8 and y = – 1,5. Thus, a
pair of (1; –1,5) is a root of the equation 5x – 2y = 8.
Since to any value of x corresponds one value of y, any (x; y) pair that converts the
equation to the correct equality is the root of the equation.
Activity
1. In the equation ax + by = c,if a = 0, how will the equation change ?
Assume that b = 3 and c = 6 in the equation obtained. Find y and construct a
graph.
2. In the equation ax + by = c, if b = 0, how will the equation change ?
Assume that a = – 2 and c = 4 in the equation obtained. Find x and construct a
graph.
3. In the equation ax + by = c, a = 0 and b = 0, how will the equation
change? When can the equality 0 = c be true? For example, what does the
equality 0 = 5 mean? Justify your answer.
4. In the equation ax + by = c, express y with x. When a = 2, b = 1, c = 3, how
will the linear function change ? Construct its graph.
In a coordinate plane, a straight line formed by a set of points whose
coordinates are the root of the equation ax + by = c is called the graph of this
equation.
In the two-variable linear equation ax + by = c,
a) If at least one of the coefficients a or b is different from zero, its graph is a
straight line.
b) If a = b = 0, c ≠ 0, the equation has no root and most of its cases are empty sets.
c) If a = b = c = 0, it satisfies the coordinates of any point on the coordinate
plane. The graph of the equation is the entire coordinate plane.

Exercises
1. Replace the variables x and y with the variables m and n in the equation ax + by
= c. Which equation did you get? Is the resulting equation a two-variable linear
equation? Does it make sense to express variables with other letters?
2. a) Are the given equations linear equations with two variables?
3x – y = 11 xy + x = – 8 m–n=9 2 = 3x + 10y
x – 7y = 5
2
a + 8b = 0 s + 3t = – 92 8x2 – 4y = 5
12x + 6y = 19 a – 5y = 10
3
0,6x – 2,4y = – 3 9a – 18 = 7
Explain why some of the equations are not linear equations with two variables.
b) Show the coefficients a, b, and c in the linear equations with two variables you
chose from the table.
3. The values of the variables x and y are given in the table.
x –5 –4 –3 –1 0 4 5
y 0 3 4 –3 –5 –3 0
Which pair of them is a root of the equations a) 2x + y = – 5; b) x + 3y = – 5 ?
4. Which of these pairs (3;– 10); (– 3; 12); (0,1; 11); (1; 2); (2; 1) is a
root of the equation 10x + y = 12?
5. Construct any linear equation with two variables having the root :
a) x = 3; y = 1,5; b) x = 0,7; y = – 5.
20  5 y
6. Jamil expressed x with y in the equation 4x – 5y = 20 and got x  ,
4
and Samir obtained the equation x = 1,25y + 5. Who of them was right? Justify
your answer.
7. In the equation 3u + v = 4 a) replace the variable u with v; b) replace the variable
v with u. If in both cases u = 2, find the value of v.
8. Express the variable y with x in the given equations. Find any root of each equation.
a) 4x + 2y = 7; b) – 5x + y = – 12; c) x + 15y = – 30; d) 3y –14x = 21.
9. Determine the root of the equation x + 2y = 18 which consists of two identical
numbers.
10. If one of the roots of ax + 2y = 8 is a pair (2; 1), identify the coefficient a.
Calculate the value of y when x = 5 in this equation.
11. Do the following points apply to the graph of 3x + 4y = 12?
a) A(1; 3); b) B(0,4; 0); c) C(0; 3); d) D(3; 1); e) E(– 6; 7,5).
12. Can the coordinates of one point be the root of several equations? In this case,
in what position would the graphs of these equations be located?
a) Does the graph of all three equations 3x – y = – 5; – x + 10y = 21; 11x + 21y = 31
pass through the point A(– 1; 2)? Why?
b) Is there a point that apply to the graph of these three equations 0,2x + 3y = 15,2;
– x + 4y = 19; 5x – 3y = – 10 ? If there is, determine this point.
13. Construct graphs of the below-given equations:
a) 2x – y = 6; b) x + 6y = 0; c) 1,6x = – 6,4;
d) 1,5x + 2y = 3; e) 0,5x – y = 1; f) 5,4y = 10,8.
14. Construct graphs of the below-given equations:
a) x – y – 2 = 0; b) 2(x – y) + 3y = 4;
c) 2x = y + 4; d) (x + y) – (x – y) = 4.
15. a) If it is known that the graph of the equation 24x - 15y = 42 passes through the
point A (3; 2a), find y.
 5.8. System of linear equations with two
variables and its solution by graphical method
Graphical method
Activity
uation x + y = 3.x + y = 3. Are these pairs of numbers (0; 3); (3; 0); (1; 2); (2; 1) root of this equation?
uation x – y = 1. Which of these pairs of numbers (0; 3); (3; 0); (1; 2); (2; 1) is also a root of the equation x – y =
e the coordinates of their point of intersection. What pair of numbers were the coordinates of this point? Sha
a1 x  b1 y  c1
axbyc -a form
22 2
linear equations with two variables. Here a1, b1, c1, a2, b2, c2 are coefficients, and x and y are variables.
The pair (x; y) that converts both equations of the system to the correct equality is called the solution of th
Solving a system means finding the pairs for all cases or proving that the system has no solution.
Since there are three relative positions of two straight lines on a plane, three relative positions of the graph

Ratio of coefficients Explanation Number of Relative position of

solutions graphs

The graphs of A system of

equations of a equations has only
system intersect at one solution.
one point.

The graphs of A system of

equations of a equations has no
system are parallel. solution.

The graphs of A system of

equations of a equations has an
system are infinite number of
coincident.
solutions.
 Example
2x  y  4
-Solve a system of equations by graphical method.
xy5
Solution: Express y with x in both equations of the system.
y  2x  4
-Graph the equations obtained.
y5x
1) y = 2x – 4 2) y = 5 – x
x y x y
0 –4 0 5
2 0 5 0 2 A
As can be seen from Picture 1, the graphs of the equations y = 2x - 1
4 and y = 5 - x intersect at point A (3; 2). Therefore, the root of the 01 3
system of equations is a pair (3; 2).
Answer: (3; 2).
picture l

The system of linear equations with two variables given in the example is
solved by graphical method. The graphical solution of the system of equations
is not always convenient. Because it is sometimes difficult to determine the
exact coordinates of the point of intersection based on the graph.

Exercises
3x  4 y  9
1. Does point A(1; 3) conve rt both equati ons of the syst em to
correct equalities? What are the coordinates of a point belonging to graphs of each
2 y  5x 
of the equations?
17
2. Are these pairs of numbers a) x = 3; y = 1;b) x= x  y  4 Explain how you checked this?
2, y= 2 a solution of the system of equations? 2x  y  2
3. How should Khadija check which pair of numbers (– 3; 4), (– 2; – 6), (– 4; 3) is
the
x  y  7, 13x  y  0,
a) 3x  4 y  0; b) 5x  y 
root of the system of equations? 4
4. Is this pair of numbers u = 3, v = – 1 a solution of the given systems of equations?
3u  v  8,
a) 7u  2u  23;
 v  2u  5,
b)
u  2v  1
 5. Build a system of linear equations with two variables whose solution is the
given pairs of numbers: a) x = 5, y = – 1; b) m = 0, n = 10.
6. Determine the root of the equations whose graphs are given in Picture 2:
a) y b) y c) y

1 1 1
01 x 01 x 01 x

Picture 2
7. Determine a pair of numbers that satisfy the equations y = 2x - 3 and x + y = 3 by selective
method. Check the accuracy of your answer by substituting the variables x and y with numbers.
Graph these equations and determine the coordinates of their point of intersection. Was the pair
of numbers you obtained the same as the numbers you chose?
8. Solve the given systems of equations graphically:
a) y  4x,
y  3x, y  2x, y  3x,
y  x  3; b) y  x  4; c) x y  3; d) x  y  3.

9. Mark the points of intersection of the graph with the axes OX and OY of each
equation of the system and connect them. Based on the graph, find the
coordinates of the point of intersection of the obtained straight lines.
x  y  5, 2x  y  1, x2y x  3y  6,
a) x  y  1; b) 2x  y  c) d) 2x  y  7.
5,
2x  y 
3;
10. Determine how many roots the system of5; equations has without constructing a
graph. Then construct a graph and check your answer.
x  y  1, x  y  0,
a) x  3y  b) 3x  4 y 
x  2 y  4, 3x  2 y  6,
c) 9; ç) 14;
2x  5 y  10; x 10 y  12.
⎩
11. Find out how many roots the system
3 of equations haves without building a graph:
4 y  x  12,
a) 3y 1, 5x  1, 2x  11 2 y,
⎨  x  3; b) 3x  2 y  2; c) 6x  22  4
y  3x  0, y;
d) ⎨3y  x  6; x  2 y  3, x  2 y  8,
e) y  0, 5x; f) x  4 y  10.
12. Build a two-variable linear equation so that one of its roots is the coordinates of
the point of intersection of the graph of the equation 4x + y = 7 with the axis
Ox.
13. Build a two-variable linear equation so that one of its roots is the coordinates
of the point of intersection of the graph of the equation 5x –7y = 14 with the axis
Oy.
14. Build a two-variable linear equation so that the system created by this equation
together with the equation - x - y = 4:
a) has only one root; b) has an infinite number of roots; c) has no root.
15. Build a two-variable linear equation so that their graphs are:
a) parallel; b) intersecting; c) coincident.
16. At what values of a does the system of equations have no root?
a) ax  y  2,
7x  8 y  12,
b) 6x  ay
5x2ay
3x y  5;
6,
c)
9x 18 y  20;  2; 9 y  3x  0,
d) ax  8 y 
10.
17. At what values of k does the system 2of equations
1 have an infinite number of roots?
x  y  3,
5x  3y  5 7
a) b) 1 3
2, 10x  ky  kx  y  ;
⎪ 28 4
4;
12x  ky  15, 9 y  kx  2,
c) 4x  8 y  d) 0, 5x  7, 2 y  1,
18. At5;what values of b does the system
6. of equations have only one root?
7 4
x  y  12,
bx  8 y  15 5
a) b) ⎨ 3
12, 18x  3y  bx 
⎪ 8 y  1, 2;
1;
5x  ay  6, 24 y  8x  3,
c) 9x 18 y  d) 3x  2by 
19. At 20; 6.
what values of a and b, the straight lines ax + y = b and 3x – 7y = 4 are:
a) parallel, b) coincident, c) intersecting?
7x  my  5
20. At what values of m, the system of equation has:
28mx  y  10
a) has no root, b) ) has an infinite number of roots, c) has only one root?
 5.9. The solution of a system of linear
equations with two variables using the
substitution method

Activity
ake it as the unit of weight and write equations with two variables based on the scales given in the picture. What equation

Substitute theaside
e,put the3.weight weightfrom both
x with y sides.
and What equation
on the will
first scale. youequation
What get thiswill
time?
you get this time? How many variab
yy x

4. On the last scale, take the weight from all sides.Write the equation obtained.
ue of the variable y.
the variable y instead of y in the first or second equation.Determine x in the equation obtained. Write the answer in pa
achieved the result. What can we call this method?

The substitution method is often used when solving a system of two-variable linear equation.
The substitution method is performed in the following sequence:
1. One of the variables in one of the equations is expressed by the other.
2. The expression of the replaced variable is written instead in the second equation.
3. The value of the variable is found by solving the obtained one-variable linear equation.
4. The value of the found variable is written in its place in the first equation (in the equation in
which one variable is expressed by the other) and then the value of the second variable is found.
5. The answer is written in pairs.

Example
3x  y  6, -solve the system of equations using the substitution method.
1)
2x  3y  11
Solution: Express the variable y in the first equation with x: y = 6 – 3x. Substitute y with x in
the second equation: 2x + 3(6 – 3x) = 11.
Solve the equation and find x: 2x + 18 – 9x = 11, i.e. x = 1.
Write the value obtained for x in the substitution y = 6 – 3x and find y:
y = 6 – 3· 1 = 3. Thus, x = 1 and y = 3. Answer: (1; 3).
Checking: Check the accuracy of the equalities by writing the pair (1; 3) in each
equation: 3·1 + 3 = 6 va 2·1 + 3·3 = 11.
 Example
3x  4 y  3, -solve the system of equations using the substitution method.
2)
2x  3y 
Solution:
19 Express the variable x with y. The symbol of equivalency is
written between the systems of equations obtained.
,

Answer: (5; -3)

Exercises
1. In the given linear equations with two variables, express the variable: 1) x with y, 2)
y with x.
a) 5x – y = 12; b) x + 7y = – 9; c) 8x – 15y = 10; d) 5y – 3x = 3.
In each equation, explain which variable is more suitable to be replaced with
another. Justify your answer.
2. Write two-variable linear equations based on the picture. Solve them by
graphical and substitution methods by writing them in the form of a system.
Check your answer to make sure the result is correct.
a)

b)

Solve the system of equations using the substitution method.

(¼ 3–¼ 8):

x2 5x  y  4, y  11 2x,

3.
y, a) 3x  2 y  b) x  3  2 c) 5x  4 y 
9; y;y  2  4x, 8; 2x  5 y  8,
x  2 y  11, e) 8x  5  f) x
d) y  2x  5;
3y;
u  3v  17, y. p 12q  11,
a  5b  7, b) u  2v  c) 5 p  3q 
4. a) 3a  2b 
13;
2m  n  0, 5, 3;25  x  4 y,
4;y  2x  4, e) 3m  5n  f)
d) 7x  y  3x  2 y 
12; 30.
1;
 3 x  y   5x  2 3x  2, Before solving
5. a) ⎧ a system of equations, it is possible to remove fr
10  5  x  5 y   6  x  4 y  ,
4x  2  x  y  4  4 5 2x  3  y  5  5  2 y 
⎪b)
2  5 0, 2 y  2x   3 3x  2 
c) 3y;4  x  2 y  2x  y  2  2 2x
2 y,
⎪ 2x3;y  2x   5 y  2  5 1
 x,
d) 7  6  xby 20,
To do this, multiply each side of the first equation y and  2xside
2 3 each  of the second equati
 y ;    
⎧x y y.  
⎪   5, ⎧x y
6. a) 5 2 ⎪ 2 3  3,
⎨x y
⎪   0, 5;
b) ⎨
x y 8
⎪  ;  5  4u  120,
4u  5  0
u   5 .
4
⎩4 3 ⎩3 2 3
⎧5x y ⎧ 2 x
Then 5
theysolution of the system of equations is continued by applying the method of substitutio
⎪ 3  4 Answer:
⎪ 2  5  4,  3, (– 15; 12).

c)
⎨x y 1 ç) ⎨
⎪   ; 5x 7 y
⎪  
⎩3 6 6 ⎩ 6 6; 8
⎧ 2m n
  ⎧6x
1, y   2, 3,
⎪ 5 3 ⎪
d) e) 5 15
⎨ 7n ⎨ 2y
⎪ m   4; ⎪   1, 2.
⎩1 6 x 3
0
⎩1
0
 ⎧xy xy
⎪ ⎧xy xy
⎪
7. a) ⎨ 2  3  8,  3  2,
b) ⎨ 9
xy xy 2 x  y 3x  2 y
⎪   11; ⎪   20;
⎩ 3 4 ⎩ 6
⎧ 7m  2n ⎧ 13
⎪ 2  2m  6, ⎪ 2  2a  b  1  b  2,
c) ⎨ ç) ⎨
5n  8m 1 1
⎪  n  2; ⎪ 3a  7  2b  3 1.
⎩ 3 ⎩4 5
2x  y  8  0, 3x  4 y  2  0,
8. a) b) 5 y  x  6 
3x  4 y  7 
7yx
0;  0; 7x  y
⎪
2, 3 ⎪ 2  3,
c) d)
x 14 y 8x  5 y
 4,  3, 5;
5; 2
3
⎪ y  3x 7x  3y 2a  5b 2a  2b
2  1 5 , 7 1  3 ,
e( x  5 y x  f)
a  3b 7a  8b
3y
 1 ; 2 .
3 4 4 5
2  m x  4my  6  0, the solution pair of the system of equations is located
9.
on3mx  4m 1 y  2 
0
the abscissa axis. Determine m and the root of the system of equations.
 5.10. The solution of the system of linear equations
with two variables using the addition method

Activity
1. = x, = y, = 1and write two-variable linear equations based on the position of
the scales? What equations did you get?
2.Change the position of the I II
right and left sides of the second
scales. What equation will you III
get this time?
2.
3. Add the weight on the same side of the scales I and III: Take the weight that are
identical away from each side of the scales. What is the value of x? Place the weight
corresponding to x instead of on the
second scales.Which number matched the variable y ?
Write the answer (x; y).

The addition method is one of the methods used when solving a system of two-
variable linear equations. The addition method is performed in the following sequence:
1. If the coefficients of any variable in the equations of the system are opposite numbers,
the corresponding terms are added and one of the variables is eliminated.
2. If identical variables with opposite coefficients are not included in the equations, the
equations are multiplied by numbers other than zero so that the coefficients of one of the
variables are opposite. The corresponding terms of the equations obtained are added.
3. The one-variable linear equation obtained is solved.
4. The value of the found variable is written in one of the equations of the given system of
equations and the value of the second variable is found.
5. The answer is written in pairs.

Example
3x  2 y  6,
1)
Solve the system of equations using the addition method.
2x  yThe
Solution:  coefficient y is 2 in the first equation, and –1 in the second equation.
So,11
if each side of the second equation is multiplied by 2, the coefficient y in the
equation obtained will be -2.
3x+2=6, ↔ 3x+2=6, (add corresponding terms) ↔ 7x=28, ↔
2x-y=11 (multiply each side by 2) 4x-2y=22 4x-2y=22
↔ x=4,-3 ↔ x=4
4x4-2y=22 y=-3
Answer: (4; – 3).
 Example
4a  3b  17,
2) -Solve the system of equations using the addition method.
5a  2b 
Solution:Multiply
4 each side of the first equation by 2, of the second equation by 3
(or the first equation can be multiplied by 5, the second equation by 4).
4a  3b  17, (multiply each side by 2) 8a  6b  34,
5a  2b  4 (multiply each side by 3 ) ↔ (add the corresponding terms of the equations)
⎩ 15a  6b  12
↔
23a  46, ↔ a  2, a  2,
5a  2b  4 5  2  2b  4 Answer: (2; 3).
b3

lExercises
1
1. Multiply each side of the linear equations with two variables by: 1) 3-a; 2) – 5-a; 3) -a;
2
4) 0,7 and write equivalent equations.
7
a) 3x – 4y = 18; b) 8x + 0,4y = – 1; c) –11x – 1,9y = 0; d) 5 y  x  7 .
15
Explain why these equations are equivalent.
2. Solve the given system of two-variable linear equations by graphical and
addition methods. Did you get the same pair of numbers as a result? Why?
x
a) 5x  2 y  1, 2x  y  0, 2x  4 y  8,
y  2x  y  4; b) 3x  2 y  c) x  y  6; d) x2y
11,
7; 4.

3. Solve the system of equations using the addition method.

2x  y  11, d) 4x  7 y  40,
a) 5x  2 y  6,
2x-y=9 b) 7x  2 y  4x+ 9y=24
x  3y  17, ;x 95yy24
d) ;x2yyx9 6;4x  3y  15,
f)
2x 1,
e) 5x  3y  4x  5 y 
13;
x  5 y  3, 7;4x  3y  4,
g) x  4 y  3;
2 y  3x  6, i)
h) y  3x  9; 6x  5 y 
2;
4x  5 y  22, 7;
j) 7x  9 y, 5x  6 y  0,
3x  2 y  k) 5x  3y  66; l) 3x  4 y 
18; 4.
3. Express each equation in the system as ax + by = c and solve them using the addition
method:
x5y7 x  3y  4  0, 36x  33y  3  0,
a) b) 5x  3y 1  c) 12x 13y  25 
0, x  3y 

1; 0; 0.
 4. The graph of the equation given in the form y = kx + b passes through the
following points:
a) A(5; 5) and B(– 2; – 2); b) M(8; – 1) and B(– 4;
17);
c) K(4; 1) and B(3; – 5); d) C(– 19; 31) and B(1; – 9).
Write the equation of these straight lines.
5. The graph of the equation y = kx + b intersects the coordinate axes at the points
(- 2; 0) and (0; 6). A pupil says that the equation of this straight line is y = 3x -
6. Do you think he/she is right?
6. The graph of a linear function intersects the axis OX at the point with abscissa
6 and the axis OY at the point with ordinate - 2. Write the equation of this
straight line.
7. Write the equation of any straight line based on the graphs given in Picture 1.
a) y b) y

1 1
01 x 01 x
picture l

c) y

1
01 x

8. Simplify the systems of equations and solve them using the addition method:

9. Simplify the equations by finding the product of binomials and find the root of
the eqautions using the addition method:
  x  3 y  5   x 1
y  8,
a) 2x  35 y  7  2 5x  6 y 1;
 x  5  y  2   x  2  y 1,
b)  x  4  y  7   x  3 y  4  ;
 x  4  6  y    x  2  9  y  ,
c) 2x 112  5 y   2 5x 12  y .
 5.11. Problem solution by building a system of
linear equations with two variables
You already know that it is possible to solve real-life problems by constructing
mathematical expressions and equations. Problems related to life events can also be
solved by establishing two-variable linear equations. To build a system of equations
based on the statement of the problem, it is necessary to follow the following sequence:
1. The unknowns in the statement of the problem are identified and indicated by
letters. Equations are constructed based on the condition of the problem.
2. The obtained system of equations is solved by any method.
3. It is checked that the result obtained satisfies the condition of the problem
or not.
Example
1) One of the girls and 5 boys studying in 7th grade did not attend the training
on Monday, and the number of girls in training was twice as high as the
number of boys. One of the boys and nine girls did not participate in training
on Wednesday. At that time, the number of boys was 1.5 times more than
the number of girls. On Friday, everyone was in training. How many
children were there in the training on Friday?
Solution: Express the number of girls in 7th grade by x and the number x y
of boys by y. The problem states that the number of girls on
Monday is (x-1), and the number of boys (y-5). Since there are
twice as many girls as boys, it can be written that
x– 1 = 2(y – 5). On Wednesday, the number of girls is (x - 9), and
the number of boys is (y - 1), and since boys are 1.5 times
more than girls, it can be written that y - 1 = 1.5 (x - 9).
System of equations:
Simplify each equation of the system:
x 1  2  y  5  ,
x 1  2  y  9 y 1  1, 5  x  9
5  ,↔
x  2 y  9,
y 1  1, 5  x 
y 1, 5x  12, 5 , (multiply each side by 2)
⎩
x  2 y  9, 2x  34, x  17, x  17,
   
↔ 2 y  3x  25 ↔ x⎩  2 y  9 17  2 y  9 ↔ y  13

Thus, the solution of the system is x = 17, y = 13. It means there were 17 girls and
13 boys in the training on Friday. So, in total 17 + 13 = 30 children.
Answer: 30 children.
 Example
2) Three notebooks and two pens cost 80 qapiks, and three pens and two notebooks
cost 70 qapiks. How much are five pens and six notebooks?

Solution: The cost of a notebook and a pen is

x qapik
unknown. Denote them by x and y,
respectively:
Since the condition is "three notebooks and y qapik
two pens cost 80 qapiks", the first equation of
the system is: 3x + 2y = 80. On the other
hand, "three pens and two notebooks cost 70
qapiks", so the second equation is 2x + 3y =
70.
3x  2 y  80 (multiply each side by 3) 9x  6 y  240, ↔
(multiply each side by 2)
2x  3y  70 ↔
4x  6 y 
Add the corresponding terms of the equations:
140
5x  100, x  20, x  20,
 
3x  2 y  80 ↔ 3 20  2 y  80 ↔ y  10.
The solution of the system is x = 20 and y = 10. It means, a notebook is 20 qapiks,
and a pen is 10 qapiks. Thus, 5 pens and 6 notebooks cost 5 · 10 + 6 · 20 = 170
(qapiks) = 1 manat 70 qapiks.
Answer: 1 manat 70 qapiks.
Exercises
1. a) The sum of two numbers is 45, and the difference is 9. The largest of these numbers is
equal to half of the sum of 45 and 9, and the smallest is equal to half of the difference
between 45 and 9. Do you think this is possible? Construct a system of equations based on
the condition of the problem and justify your answer by solving it.
b) b)Find the product of numbers whose sum is 118 and difference is 83,6. Round the number
obtained to the ones.
c) c) Find two numbers whose difference is half the sum. In this case, determine how many
times the largest of the numbers is the smallest. What part does the smallest number make
up the largest one? Justify your answer with a few examples.
2. a) If it is possible to sew 4 man's and 2 child's coats from 14 m of fabric, and 2 man's and 6
child's coats from 15 m of the same kind of fabric, how many meters of fabric is it required
to sew one man`s and one child's coat?
b) There are 156 pens in 5 big and 11 small boxes. A big box holds 12 pens more than a
small box. How many pencils are in each box?
3. Two years ago a brother was 2 times older than his sister and 8 years ago he was 5
times older than her. How old are the brother and a sister now?
 4. Story problem: The camel and horse is loaded with a different number
of sacks of the same weight. The horse complained of the weight of the
load. The camel said, "Why are you complaining? If we load one of your
sacks on me, my load will be twice as heavy as yours. If I give you one
of my sacks, then our load will be equal." Determine how many sacks
each animal carries.
5. If Ahmad gets 100 manats from Elchin, Ahmad's money will be twice as much
money as Elchin`s. If Ahmad gives 10 manats to Elchin, then Elchin's money
will be 6 times more than Ahmad's. How many manats does each boy have?
6. 162 kg of fodder is given to 8 horses and 15 cows every day. It is known that
the feed given to 5 horses is 3 kg more than the feed given to 7 cows.
Determine how many kilograms of feed each horse and cow eats during the
day.
7. There were 140 liters of water in two tanks. After using 26 liters of water from
the first tank and 60 liters from the second tank, the first tank had twice as
much water as the second. How many liters of water did each tank have before?
8. Build problems based on the given system of equations and solve problems by different
methods.
x  y  55,
3x  2 y  b) 1
a)
66, 2x  2 y  ⎪ x+ y  44.
2
46;
9. 9 identical gold bars are placed on the left pan of the balanced scales, and 11
identical silver bars are placed on the right pan. If we replace a bar of gold with
a bar of silver, then the left pan of the scales will be 13 g lighter. How many
grams is a bar of gold and a bar of silver?
10. The first worker worked for 15 days, the second worker for 14 days and
together they got 234 manats. It is known that the money received by the first
worker for 4 days is 22 manats more than the money received by the second
worker for 3 days. Determine the amount of money each worker gets for a day.
11. One can contains 5 liters more milk than the other. If 8 liters of milk are poured
from the first can to the second, the second can will contain twice as much milk
as the first. How many liters of milk were in each can?
12. To what extent is it necessary to reduce the number 100 so that when you
divide the difference by 5 and 7, you get the remainder 1, and the incomplete
quotient from the first division is 4 units more than the incomplete quotient
from the second division?
 What is convenient to accept as the unknown to solve the problem?
 Solve by constructing a system of equations.
 Check the correctness of your answer.
 5.12. The sum of the interior angles of a triangle
Activity
1. Cross a straight line DM parallel to the side AC through the vertex B of the
triangle ABC (Picture1).
DBM
What kind of the angles are ABD and BAC? What is the property of these angles?
What can be said about MBC and ACB? Are their degree measures equal? Why?
What kind of angle is DBM? The sum of

A C
picture l
which angles can DBM be expressed as?
What is the sum of BAC + ABC + ACB?

Theorem The sum of the interior angles of a triangle

The sum of the interior angles of a triangle is equal to 180°.
The statement of the theorem: A, B, C are interior
angles of  ABC.
The rule ofProve
the theorem:
based on the equality of the alternate interior angles and the value of the straight a
A + B + C = 180°.
Prove yourself.

Exercises
1. Can a triangle have: a) 2 acute angles; b) 2 right angles; c) 2
obtuse angles; d) 1 obtuse and 1 straight angle? Why? Justify
your answer.
2. a) State the type of angles of a right triangle. What can be said about the sum of
two non-right angles of a right triangle? 3) Which of the following statements
is true? This sum is:
1. greater than 90°; 2) less than 90°; 3) equal to 90°?
b) What is the degree measure of each angle of an equilateral triangle?
3. Draw a triangle in the checkered notebook as shown in N
Picture 2. Measure its angles with a protractor. What is the
sum of the values of these angles?
4. Which one is correct? Why? M
a) b) 20° c) Picture 2 K
50° 45°
20°
Picture 3
50° 45°
 5.Determine the degree measures of the interior angles of the triangle
ABD given in Picture 4 (a, b, c). Here DKllAB.
a) b) c)
BA
A B

100° B
20 60° 98° 21°
° D K 75°
A 32°D
K D
K PİCTURE 4
6. Given two of the interior angles of a triangle. Find the degree measure of the
third angle.
a) 65° and 43°; b) 90° and 29°; c) 5° and 55°; d) 145° and 12°.
7. Can the given angles be the angles of a triangle? Why? Explain your answer.
a) 21°, 35°, and 103°; b) 56°, 90°, and 24°; c) 72°, 15°, and 55°.
8. Find x based on the triangles given in x
Picture 5.
c)
a) b) x 19°
25° 68°
19°
x 45°
37° 39°
75° PİCTURE 5
9.Find the angles of ABC based on the data given in the table:
A 30° 54° x b 3m
B n a x + 72° b + 72° 2m
C n + 20° a – 40° 2x 2b 50°
10. a) The altitude of a triangle divides the angle at the vertex of the triangle into two
angles of 30 ° and 42 °. Determine the degree measures of the angles of this triangle.
b) If one of the angles of an isosceles triangle is 1) 68 °; 2) 136 °; 3) 100 °, find the
other angles.
11. One of the angles of the triangle is 60 °. What is the degree of the acute angle
between the bisectors of the other two angles?
12. The angle between the bisectors of the angles B and C of the triangle ABC is
118 °. Find the degree measure of angle A.

13. In the triangle ABC, A = 70° and C = 60°. The bisector BD

divides the triangle ABC into two triangles, ABD and BCD. Find the
angles of these triangles.
14. In the triangle ABC, B = 110°, C = 50° and AD is an
altitude. Prove that,
CAD = 2BAD.
 5.13. Right triangle

cathetus
The sides of a right triangle that form a right angle are called the catheti, and the sideBopposite the right angle is called t
Picture l

cathetus
A C
Activity

gles congruent? Why?

he acute angle adjacent to it of the other triangle, can it be said that these triangles are congruent? Why? Justify your an
and the acute angle adjasent to it of the other right triangle, are these triangles congruent? What can be said about the
Theorem Congruence rule of right triangles
Two right triangles are congruent if the hypotenuse and one cathetus of one
triangle are respectively equal to the hypotenuse and one cathetus of the other
triangle.
The condition of the theorem: ABC and MNK A M
are right triangles (Picture 2). AB ͇⁓MK and AC ͇⁓MN.
The rule of the theorem: C ͇⁓ 

Prove yourself. C B N K
PİCTURE 2
A(M)
MNK so that the sides AC and MN are coincident. Prove that the obtained triangle KAB is an isosceles triangle

K B
C(N)
PİCTURE 3
 Theorem The property of a cathetus opposite to the angle of 30 ° in a right triangle
A cathetus opposite to the angle of 30 ° in a right triangle B
is equal to half of the length of the hypotenuse. PİCTURE 4
The condition of the theorem: ABC is a right triangle 30
(Picture 4). °
A = 90° and B = 30°.

The rule of the theorem:

1
AC = BC.
2
Proof of the theorem: As A = 90° and B = 30° i n A C
t h e t r i a n g l e ABC, C = 60°. Draw a line segment AC͇ ⁓ AD B
on a straight line (Picture 5). Then ABC ͇⁓ picture 5

ABD (since the corresponding catheti of these

30°30°
triangles are equal). In this case, C = D =
CBD = 60°, it means  CBD is equilateral. Thus,
1
as AC = CD and CD =BC,
2 60°

AC =
1 BC.
2
The theorem is proved. D A C
Exercises
1. a) One of the angles of a right triangle is 28 °. Determine its other acute angle.
b) One of the acute angles of a right triangle is 16 ° larger than the other. Find its acute
angles.
c) The difference between the acute angles of a right triangle is 24 °. Find its acute
angles.
2. Show the congruent triangles given in Picture 6. Explain why some of these
triangles are congruent and some are not.
A E D

4
A
M K
55 B
C
5 B C
 N
PİCTURE 6
 1. Write the proposition obtained by changing the condition and the rule of the
theorem on the property of a cathetus opposite to an angle of 30 ° in a right
triangle. Prove that this proposition is correct.
2. It is known that ABC is a right triangle and BAC = ABK.
A
Prove that the line segment BK is the median of the
ABC (Picture 7). K

3. A va B nöqtalari CD düz xattinin müxtalif taraflarinda

ondan eyni masafada yerlaşirlar. AC  CD va BD  CD
olduǧu malumdur. B va C nöqtalari arasındakı masafanin: C
PİCTURE 7
a) 7 mm; b) 12 sm; c) 4,89 dm olduǧu malumdursa, AD B
parçasının va CK medianının uzunluǧunu müayyan edin.
4. AB va CD eyni uzunluqda parçalar olub BD parçasının eyni tarafinda yerlaşir
va ona perpendikulyardır. A va D nöqtalari arasındakı masafanin: a) 0,15 m; b)
34 sm;
c) 8,5 dm olduǧu malumdursa, BC parçasının uzunluǧunu müayyan edin.
5. Barabaryanlı ABC üçbucaǧında M nöqtasi AC oturacaǧının orta nöqtasidir. MF
 BC va ME  AB parçaları çakilib. Isbat edin ki, MF = ME.
6. Barabaryanlı üçbucaǧın yan taraflarina çakilmiş hündürlüklarin konqruyent ol-
duǧunu isbat edin.
7. Bucaǧın tanbölani üzarinda yerlaşan ixtiyari nöqtanin bucaǧın taraflarindan eyni
masafada yerlaşdiyini isbat edin.
8. a) Düzbucaqlı üçbucaqda 30°-li bucaǧın qarşısındakı katetin uzunluǧu 17 mm
olarsa, bu üçbucaǧın hipotenuzunu tapın.
b) Düzbucaqlı üçbucaǧın hipotenuzu 56 sm, bucaqlarından biri 60°-dir. Bu
üçbu- caǧın hansı katetinin uzunluǧunu tapmaq mümkündür? mnu tapın.
c) Düzbucaqlı üçbucaǧın katetlarindan birinin uzunluǧu 24 sm, hipotenuzu 48
sm-dir. Bu üçbucaǧın bucaqlarını müayyan edin.
9. Düzbucaqlı üçbucaǧın xarici bucaqlarından biri 120°-dir. Bu üçbucaǧın hipote-
nuzu ila kiçik katetinin farqi 15 sm-dir. Üçbucaǧın hipotenuzunun uzunluǧunu
müayyan edin.
10. Barabaryanlı üçbucaǧın yan taraflari arasındakı bucaq 120°-dir. Bu üçbucaǧın
yan tarafinin uzunluǧu 44 mm olarsa, tapadan oturacaǧa qadar olan masafani
tapın. A
9AKİL 8
11. ABC-da AM medianı BM-a barabardir (şakil
8). Isbat edin ki, BAC = B + C.
B M C
 Tənliklər sistemi. Üçbucağın tərəfləri və bucaqları. Statistika və ehtimal

5.14. Üçbucağın xarici bucağı və onun xassəsi

Fəaliyyət
1. Har hansı ABC üçbucaǧının ACB bucaǧına qonşu olan BCD bucaǧını çakin.
ACB va BCD neca bucaqlar adlanır? mnların cami neça daracadir (şakil 1)?
B
ACB = 60° olarsa, BCD-nin qiymati neça daraca
olar? Bunu neca müayyan etdiniz?
Üçbucaǧın daxili bucaqlarına asasan A + B-nin neça
A 9akil C D
l
daraca olduǧunu müayyan edin.
5. A + B va BCD arasında hansı alaqanin olduǧunu müayyan etdiniz?
Üçbucaǧın daxili bucaǧına qonşu olan bucaǧa onun hamin tapadaki xarici bucaǧı deyilir. Üçbucaǧ

Daxili bucaqXarici bucaq Xarici bucaq

Daxili bucaq bu
Daxili bu
Xarici bucaq Xarici bucaq
9akil 2

TeoremÜçbucağın xarici bucağının xassəsi

Üşbucaǧın xarici bucaǧı ona QON9U olmayan daxili bucaqlarının camina barabardir.
Teoremin şarti: OABC-da A, B, ACB daxili, BCD xarici bucaqlardır.
Teoremin hökmü: BCD = A + B (şakil 3). B
Teoremin isbatı: Üçbucaǧın daxili bucaqlarının cami 2
haqqın- da teorema asasan 1 + 2 + 3 = 180°.
Digar tarafdan, 3 va 4 qonşu bucaqlar olduǧuna göra 1 3 4
3 + 4 = 180° va 3 = 180° – 4. A C D
9AKİL 3
Belalikla, 1 + 2 + 180° – 4 = 180° va 1 + 2 = 4.
Yani: BCD = A + B. Teorem isbat olundu.
Nümunə
Üçbucaǧın xarici bucaǧı BCD = 110°, ona qonşu olmayan daxili bucaqlarından
biri A = 42°-dir (şakil 3). Üçbucaǧın digar bucaqlarını tapın.
Halli: Teorema göra BCD = A + B.
mnda: B = BCD – A = 110° – 42° = 68°. Qonşu bucaqların xassasina göra:
C = 180° – 110° = 70°. Demali, üçbucaǧın bucaqları 42°, 68°, 70°-dir.
Cavab: B = 68°, C= 70°.

193
 V fəsil

Çalışmalar
1. ABC üçbucaǧı çakin. mnun har tapadaki xarici bucaǧını tasvir edin. Har xarici
bucaǧın hansı daxili bucaqların camina barabar olduǧunu göstarin.
2. Şakil 4-da OABC tasvir olunmuşdur. Gülnar B tapasindaki A
xarici bucaǧın ABD olduǧunu, 6li bu bucaǧın CBE
olduǧunu, Yusif isa ABK-nın xarici bucaq olduǧunu söy-
layir. Sizca, onlardan hansı B tapasindaki xarici bucaǧı doǧru D B
C
tasvir edir? ABD va CBE haqqında na deya bilarsiniz? K E 9AKİL 4
3. MNK üçbucaǧının M tapasindaki daxili bucaǧı: a) 57°; b) 43°; c) 124° olarsa,
hamin tapadaki xarici bucaq neça daraca olar?
4. Şakil 5-da verilmiş üçbucaqlara asasan “?” işarasi ila verilmiş bucaqları müayyan
edin. A A A
a) b) c) 70°
56° ?
140° 100° ?
B? ? ? 70° ??
114° ?
C B C B C
9AKİL 5
5. Üçbucaǧın xarici bucaǧı 80°-dir. Üçbucaǧın bu xarici bucaǧı va onunla qonşu
olmayan daxili bucaqlarından birinin daraca ölçülarinin nisbati 5:3 kimidir.
Üçbucaǧın bucaqlarını müayyan edin.
6. BCD bucaǧı OABC-nin xarici bucaǧıdır. Cadvali tamamlayın.
a) A 35° 10°
b) B 45° 67° 89°
c) C 33° 143°
ç) BCD 112°
7. ABC üçbucaǧının B tapasindan BH hündürlüyü va BT tanbölani çakilmişdir.
a) A = 80°, C = 56°; b) A = 60°, C = 40°; c) A = 50°, C = 70° olarsa,
HBT va BTC-nin daraca ölçüsünü müayyan edin.
8. Barabaryanlı üçbucaǧın xarici bucaqlarından biri: a) 70°; b) 136° olarsa, onun
daxili bucaqlarını tapın.
9. ABC üçbucaǧında A = 32°, C = 58° olduǧu malumdur. ABC üçbucaǧının
tapalarindan qarşı tarafa paralel düz xatlar keçirilmişdir. Bu düz xatlarin amala
gatirdiyi üçbucaqların daxili va xarici bucaqlarını müayyan edin.
10. Sabir üçbucaǧın daxili bucaqlarının caminin onun bütün xarici bucaqlarının (bir
tapada iki xarici bucaq götürülür) camindan 4 dafa kiçik olduǧunu iddia edir. m
haqlıdırmı?
11. Üçbucaǧın har hansı bucaǧının tanbölani onun xarici bucaǧının tanbölanina
paralel ola bilarmi? Cavabınızı asaslandırın.
 5.15. Üçbucağın tərəfləri və bucaqları
arasındakı münasibətlər
Fəaliyyət

tarafi qarşısında duran bucaq hansıdır?

bilarsiniz?
r bucaqlar durur” fikrini barabar- yanlı üçbucaǧa göra izah edin.
aflarinin uzunluǧunu xatkeşla, bucaqlarının uzunluǧunu isa transportirla ölçarak har birini artan sırada yazın. Ha
Teorem Üçbucağın tərəfləri və bucaqları arasında münasibətlər
Üşbucaqda: 1) böyük taraf QAR9ISINDA böyük bucaq durur; A
2) böyük bucaq QAR9ISINDA böyük taraf durur.
Teoremin şarti: 1) OABC-da AB > AC (şakil 1).
Teoremin hökmü: ACB > ABC.
B 9AKİL l C
Teoremin isbatı: Üçbucaǧın AB tarafi üzarinda ela D nöq-
A
tasi qeyd edak ki, AD = AC olsun (şakil 2). Alınmış
ADC üçbucaǧı barabaryanlıdır, demali, 1 = 2. D D2
nöqtasi A ila B nöqtalari arasında yerlaşir. Demali, CD
1
şüası ACB
9AKİL 2 C
bucaǧının daxili şüasıdır. mnda ACB > 1. 2 BCD üç-
bucaǧının xarici bucaǧıdır, demali, 2 > ABC olar. B
Belalikla, ACB > 1= 2  ABC va ACB > ABC alarıq.
Teoremin birinci hissasi isbat olundu.
Teoremin ikinci hissasini isbat edak:
Teoremin şarti: 2) OABC-da ACB > ABC.
Teoremin hökmü: AB > AC (şakil 1).
Teoremin isbatı: 6ksini farz edak: tutaq ki, AB = AC-dir. mnda ABC üçbucaǧı
barabaryanlı va ACB = ABC olar. Bu isa teoremin şartina ziddir. Demali,
AB = AC ola bilmaz.
Indi farz edak ki, AB < AC-dir. Teoremin birinci şartina göra üçbucaqda böyük
taraf qarşısında böyük bucaq durur. Yani AB < AC olması üçün ACB < ABC
olmalıdır. Bu isa teoremin ikinci şartina ziddir. Demali, AB > AC olar.
Teoremin ikinci hissasi isbat olundu.
Natica: Iki bucaǧı barabar olan üçbucaq barabaryanlıdır (na üçün?).

195
1. Şakil 3-da verilmiş üçbucaqlarda har tarafin qarşısında duran bucaǧı va har
bucaǧın qarşısında duran tarafi göstarin.
A P S T

B C M N İ CF
9AKİL 3 H
2. ABC üçbucaǧının taraflari şakil 4-da olduǧu kimi kiçik
latın harflari ila, bucaqları isa a (alfa), þ (beta) va y a b
(qamma) yunan harflari ila işara olunub. Har bucaǧın
qarşısındakı tarafi va har tarafin qarşısındakı bucaǧı
c
yazın. 9AKİL 4
3. a) AB > AC > BC; b) MN = MK < NK olarsa, ABC va
MNK üçbucaqlarında bucaqlar va taraflar arasındakı münasibatlari deyin,
onların növünü müayyan edin.
4. a) MN < MK < NK olarsa, MNK üçbucaǧının taraflarini müqayisa edin.
b) ABC üçbucaǧında AB = 9 sm, AC = 14 sm, BC = 8 sm olarsa, onun
bucaqlarını artan sıra ila düzün.
5. Düzbucaqlı üçbucaqda an böyük taraf hansıdır? Iti bucaqlarından biri 34° olarsa,
bu üçbucaǧın an kiçik tarafini müayyan edin.
6. Leyla va Farid A bucaǧı 70° olan barabaryanlı ABC üçbucaǧını çakdilar. Leyla
bu üçbucaqda BC tarafinin AB va AC taraflarinin har ikisindan böyük olduǧunu
söylayir, Farid AB va BC taraflarinin har ikisinin eyni uzunluqda olub AC
tarafin- dan böyük olduǧunu iddia edir. mnlardan hansı haqlıdır? Cavabınızı
asaslandırın.
7. Barabaryanlı ABC üçbucaǧının oturacaǧına paralel olan düz xatt AB tarafini M,
AC tarafini isa N nöqtasinda kasir. MAN üçbucaǧının növünü müayyan edin.
8. Isbat edin ki, BD tarafi (şakil 5) ABC üçbucaǧının yan tarafindan a) böyükdür;
b) kiçikdir. Cavabınızı asaslandırın.
B B
D A C A D C
9AKİL 5 a 9AKİL 5 b
 5.16. Üçbucaq bərabərsizliyi
Fəaliyyət Xətkeş, çöplər
unu xatkeşla ölçarak yazın.

rün. Uzunluǧu 6 sm olan çöpü masanın üzarina qoyun. Digar çöplardan ikisini istifada etmakla üçbucaq qurmaǧ
TeoremÜçbucaq bərabərsizliyi
Üşbucaǧın har bir tarafinin uzunluǧu digar iki tarafinin uzunluqları
camindan kişik, farqindan isa böyükdür.
Teoremin şarti: ABC üçbucaqdır (şakil 1) B
Teoremin hökmü: AB < AC + BC.
Teoremin isbatı: CA şüasının aks şüası üzarinda uzunluǧu
CB tarafina barabar olan CD parçasını ayıraq (şakil 2). A C
BCD üçbucaǧı barabaryanlı olduǧuna göra 1 = 2. 9AKİL l
ABD > 1 va ABD > 2. B
Burada ABD > 2 barabarsizliyindan alınır ki, 1

AB < AD va AD = AC + CD = AC + BC olduǧu üçün

2
AB < AC + BC. A C D
Buradan da, AB– AC< BC va ya AB– BC< AC yazarıq. 9AKİL 2
Teorem isbat olundu.
Nümunə
Taraflarinin uzunluǧu: a) 6 sm, 12 sm, 5 sm; b) 3,5 sm, 5,4 sm, 7 sm; c) 3 sm,
8sm, 5 sm olan üçbucaq qurmaq olarmı?
Halli: Har üç halda üçbucaq barabarsizliyinin ödanib-ödanmadiyini yoxlayaq: bu
parçaların üçbucaq amala gatirmasi üçün istanilan ikisinin cami üçüncüdan
böyük olmalıdır:
a) 6 + 5 < 12, birinci halda iki tarafinin cami üçüncüdan kiçik olduǧuna göra
bu parçalar har hansı üçbucaǧın taraflari ola bilmaz.
b) 3,5 + 5,4 > 7 olduǧu üçün bu parçalar üçbucaǧın taraflari ola bilar.
c) 3 + 5 = 8 olduǧu üçün bu parçalar üçbucaǧın taraflari ola bilmaz.
Qeyd. Üçbucaq barabarsizliyinin ödandiyini yoxlamaq üçün iki kiçik tarafin cami-
nin an böyük üçüncü tarafdan böyük olduǧunu yoxlamaq kifayatdir.
 1. Cadvalda üçüncü tarafin uzunluǧunu göstaran xanaya ela adad yazın ki, ABC
üçbucaǧını qurmaq a) mümkün olsun; b) mümkün olmasın.
3
AB 56 mm 1 sm 400 sm
4
AC 38 mm 1,6 dm 5,9 m
3
BC 15 sm 6 sm
4
2. Taraflari müxtalif uzunluqlara malik a) düzbucaqlı üçbucaq, b) korbucaqlı
üçbu- caq va c) itibucaqlı üçbucaq çakin. Bu üçbucaqların istanilan iki tarafinin
uzun- luqları farqini üçüncü tarafin uzunluǧu ila müqayisa edin. Hansı naticani
aldınız? Bu naticani barabarsizlik şaklinda ifada edin.
3. Taraflarinin uzunluqları açıq bucaǧın daraca ölçüsünün aşaǧıda verilmiş
hissalarina barabar olan üçbucaqlar qurmaq mümkündürmü (uzunluq vahidi
san- timetrdir)?
1 1
a) , , 1 ; 1 1
b) , ,
5
;
2 1 4
c) , , .
6 3 2 9 3 9 9 3 9
6gar mümkündürsa, bu üçbucaǧın növünü müayyan edin.
4. Barabaryanlı üçbucaǧın iki tarafi: a) 7 sm va 15 sm; b) 6 dm va 30
sm; c) 120 mm va 3 sm 2 mm olarsa, onun perimetrini tapın.
5. Üçbucaǧın perimetri 145 sm-dir. mnun taraflarindan birinin uzunluǧu 8 dm 3
sm ola bilarmi? Na üçün? Cavabınızı asaslandırın.
6. a, b va c üçbucaǧın taraflaridir. a = 3,17 sm, b = 0,75 sm, c natural adaddir.
Üçbu- caǧın perimetrini müayyan edin.
7. Şakil 3-da ABCD dördbucaqlısı verilmişdir. AC parçasının B
C
uzunluǧunun ABCD dördbucaqlısının perimetrinin yarı-
sından kiçik olduǧunu isbat edin (şakil 3).
8. Üçbucaǧın a va b taraflarinin uzunluǧu 8 < a < 12, A
10 < b <15 şartini ödayir. Bu üçbucaǧın üçüncü tarafinin D
uzunluǧu hansı adadlar arasında yerlaşar? 9AKİL 3

9. Üçbucaǧın a, b va c taraflari 3,1 < a < 7,4; 8,2 < b <13, 11 < c < 17,5 şartini
ödayir. Bu üçbucaǧın perimetri an çox hansı natural adad ola bilar?
10. AB = 3 sm, AC = 14 sm, DB = 5 sm va DC = 6 sm olduǧu malumdur. Isbat edin
ki, A, B, C va D nöqtalari bir düz xatt üzarinda yerlaşir.
 5.17. Məlumatın toplanması üsulları
Fəaliyyət Sorğu, müşahidə, təcrübə
na maqsad qoyub? Bu anketin
Sorǧu naticalarindan
anketi istifada edarak keyfiyya- ti va xidmati neca artır- maq olar? Anke
Maǧazaya verdiyiniz sifariş neça güna galib siza çatır?
Növbati 1 il arzinda neça manatlıq ev aşyası
almaǧı düşünürsünüz?
Maǧazada göstarilan xidmat sizi qane edirmi? 6la □Yaxşı □mrta □ Aşaǧı □Çox aşaǧı
Maǧazadan alınan aşya sizi qane etdimi?
6la □Yaxşı □mrta □ Aşaǧı □Çox aşaǧı
Növbati 1 il arzinda bu maǧazadan nasa almaq istar- dinizmi?
6la □Yaxşı □mrta □ Aşaǧı □Çox aşaǧı
Statistika riyaziyyatın bir bölmasi olub, malumatın işlanmasi va analiz edilma-
si yollarını öyranir. Statistika malumatın qarar vermak üçün istifadaya yararlı hala
galmasini tamin edir. Qararların verilmasi illarin bilik va tacrübasina asaslanır. Har
hansı qararın verilmasi üçün lazımi malumatın toplanması vacib amildir. Malumat
müxtalif manbalardan alda edilir. mnlarla tanış olaq:
1. Şaxs va ya taşkilat tarafindan yayılan informasiya – Bu malumat
manbayina, masalan, Dövlat Statistika Komitasinin, qazet, jurnal, radio va
televiziyanın verdiyi xabarlari göstarmak olar.
2. Tacrüba (eksperiment) – Aparılan tacrübalar malumatın toplanmasında
asas rol oynayan manbalardandir. Masalan, yuyucu tozları sınaqdan keçirmakla
onlardan hansının daha effektli olduǧunu müayyan etmak olar.
3. Sorǧu va ya müsahiba üsulu – Bu halda insanların müxtalif fikirlari top-
lanır, bu malumatlar sonradan kodlaşdırılır, cadval şaklina salınır va analiz üçün
hazırlanır. Sorǧu yazılı va ya şifahi aparıla bilar. Müayyan malumatı alda etmak
maqsadila tartib olunan sorǧuda verilan suallar ela qurulmalıdır ki, onlara verilan
cavablar lazımi naticani çıxarmaǧa sabab olsun. Müsahiba üzbaüz va ya telefonla
aparılan sorǧudur.
4. Müşahida – Bu halda araşdıran insan vaziyyati tabii şaraitda müşahida
edarak qiymatlandirir. Bu üsul müayyan zaman arzinda obyektin seyr
edilmasidir. Müşahidanin hansı maqsadla aparılması naticanin düzgün
çıxarılmasına sabab olur. Müşahida duyǧu üzvlari vasitasila aparılır.
1. Sorǧu anketinda galir haqqında sual verilir. Bazan bu sual “Sizin illik galiriniz na
qadardir?”, bazan isa “Galirinizin uyǧun galdiyi intervalı qeyd edin” kimi yazılır.
a) Siz sorǧu anketi düzaltmak istasaniz, hansı formaya üstünlük verarsiniz?
b) Bu formalardan hansı siza daha daqiq malumat verar? Cavabınızı izah edin.
2. Son iki gün arzinda televiziya va ya radionun “Xabarlar” proqramından hansı
malumatı aldıǧınızı söylayin. Har hansı malumatdan aldıǧınız naticani söylayin.
3. Maǧazalar şabakasinin direktoru paytaxtda sorǧu apararaq işlayan qadınların alış-
veriş zamanı ay arzinda marketda keçirdiklari vaxtı öyranmak istayir.
a) Direktorun toplamaq istadiyi malumatın manbayini müayyan edin.
b) Bu sorǧu anketini ela tartib edin ki, lazım olan malumatı toplamaǧa kifayat etsin.
4. Üzarinda bir neça yarpaq olan zoǧu kasdilar va onu rangli su olan
qaba qoydular. Bir neça gündan sonra yarpaqların zoǧlarının bo-
yandıǧını müşahida etdilar. Zoǧu avval enina, sonra isa uzununa
kasarak gördülar ki, rangli su ancaq oduncaq olan hissani boyamışdır.
Qa- bıq va özak boyanmamışdır. Bu tacrüba nayi göstarir? Torpaqdan
sorulan su va mineral duzlar yarpaqlara, çiçak va meyvalara gövdanin
hansı hissa- si vasitasila çatdırılır? Tacrübani siz da aparın va naticani
müşahida edin.
5. Tarixi şaxsiyyatlar (Cavanşir, Babak, Yusif 6bu Sac, Şamsaddin Eldaniz,
Ibrahim Xalilullah, Qara Yusif, Uzun Hasan) haqqında malumat toplayın, onları
oxşar va farqli cahatlarina göra tahlil edin.
6. Har bir şagird hafta arzinda ailada istifada edilan arzaǧın kütlasi va dayarini
müayyan edarak büdcaya uyǧun ailanin talabatlarının müayyanlaşdirilmasi
haqqında malumat hazırlayır. Bu malumatın toplanmasının hansı üsulla hayata
keçirildiyini izah edir.
7. Xatti ölçülari olmayan har hansı cismin
hacmini menzurka (ölçü silindri) vasitasila
ölçmak olur. Bunun üçün cisim müayyan 120
140
120
140

hacmli mayenin içina salınır. Bu zaman cismin 100

80
100
80

sıxışdırıb çıxardıǧı mayenin hacmi cismin

60 60
40 40

hacmina barabar olur. Aparılan iki tacrübanin

20 20

naticasi cadvala yazılıb.

Buradan hansı malumatı alda etmak olar? Şakildaki cismin hacmi na qadardir?
Mayenin Mayenin cisim
Tacrübanin Cismin Cismin
başlanǧıc salındıqdan
¼-si adı hacmi, sm3
hacmi, sonrakı hacmi, sm3
 sm3
1 Küracik 70 73,5 ?
2 Daş 65 71,02 ?
 5.18. Məlumatın təqdim edilməsi.
Diaqram, histoqram,
qrafik
Çalışmalar
1. Samad Qubada yaşayır va onun alma baǧında 20 aǧac var. Payızda Samad
baǧında- kı alma aǧaclarından aşaǧıdakı kütlada mahsul götürdü:

Nümunaya göra cadval 1-i tamamlayın va suallara cavab verin. Cadval 1

Kütla Mahsulunun kütlasi verilmiş Bu alma aǧacları bütün aǧacların
(kq) ara- lıqda olan alma aǧaclarının sayının neça faizini taşkil edir?
sayı
2
70-79 2 aǧac  0,1  10%
20
80-89
90-99
100-109
110-119
120-129
1) Mahsulunun kütlasi: a) 100 kq-dan az olan; b) 120 kq-dan az olan neça aǧac var?
2) Kütlasi 90 kq-dan az olan aǧaclar bütün aǧacların neça faizini taşkil edir?
Üçüncü sütunun naticalarina asasan histoqram qurun.
2. Cadval 2-da fahlalarin iş vaxtı verilmişdir.
Cadval 2
a) Iş vaxtı 2
Vaxt saatdan az olan fahlalarin sayı neçadir?
Fahlalarin
b) Iş vaxtı 5 saatdan sayı
(daqiqa) çox olan fahlalarin sayı neçadir?
0-59 2 c) Cadvala asasan qrafik qurun. Bunun üçün absis
60-119 3 oxu zamanı, ordinat oxu isa fahlalarin sayını aks
120-179 7 etdiran düzbucaqlı koordinat sistemi çakin va orada
180-239 28 qurul- muş nöqtalari ardıcıl ayri xatt ila birlaşdirin.
240-299 25 Qrafika asasan fikirlarinizi söylayin.
300-360 11
 V fəsil
3. Maktaba galan 7-ci sinif şagirdlari müxtalif naqliyyat növündan istifada edirlar.
mnların sayı cadval 3-da verildiyi kimi paylanmışdır. Bu cadvala asasan suallara
cavab verin va ikinci sütunda verilanlari sütunlu diaqram şaklinda, üçüncü
sütun- da verilanlari qrafik şaklinda tasvir edin.
Cadval 3
a) Avtobus va minik avto- Bu naqliyyat növündan Ümumi
Naqliyyat növü istifada edan saya
mobilindan istifada edan şagirdlarin sayı nisbati
şagirdlar bütün şagird- larin avtobus 23 0,50
neça faizini taşkil edir?
minik avtomobili 6 0,13
b) Metro va qatardan isti-
qatar 1 0,02
fada edanlar avtobus- piyada 10 0,22
dan istifada edan şa- metro 1 0,02
girdlarin neça faizidir? velosiped 5 0,11
Cami 46 1,00
4. Situasiya masalasi: Ilin avtomobili
Avtomobil jurnalı yeni avtomobillarin reytinq sistemindan istifada edarak
onların qiymatlandirilmasini hayata keçirir va an yüksak bal toplayan
avtomobila “Ilin avtomobili” adını verir. Bu dafa 5 yeni avtomobil
qiymatlandirilmiş va onların reytinqi cadvalda verilmişdir. Cadval 4
Tahlükasizlik Yanacaǧa Xarici gö- Salonun Avtomobilin
Avtomobil
taminatı (T) qanaat (Y) rünüşü (G) rahatlıǧı (R) reytinqi
I 3 1 2 3
II 2 2 2 2
III 3 1 3 2
IV 1 3 3 3
V 3 2 3 2
Burada 3 bal – 6la, 2 bal – Yaxşı, 1 bal – Kafi qiymati bildirir.
Avtomobili qiymatlandirmak üçün jurnal Q = 3T + Y + G + R düsturundan istifada
edir. Sual 1: Har avtomobilin reytinqini müayyan edin va verilmiş cadvalin
sonuncu sütununda qeyd edarak “Ilin avtomobili”ni müayyan edin.
Sual 2: I avtomobil istehsalçısı hesab edir ki, onun reytinqi düzgün qiymatlandi-
rilmayib. I avtomobilin reytinqinin an yüksak olması üçün hansı düsturdan isti-
fada edardiniz: Q = .T+ . Y+ . G + .R

5. Ümumi Daxili Mahsul (ÜDM) bir ölkanin sarhadlari çarçivasinda müayyan bir
müddat arzinda ixrac, dövlatdaxili istifada va ehtiyat üçün istehsal olunan son
mahsulların va xidmatlarin toplam dayaridir. ADAMBA9INA DÜ9AN ÜDM ölkada
YA9AYAN insanların hayat saviyyasinin asas göstaricilarindan biri kimi qabul
edilir.

202
 Tənliklər sistemi. Üçbucağın tərəfləri və bucaqları. Statistika və ehtimal
Şakil 1-da verilmiş qrafikda Azar-
90 ÜDM Azərbaycan
baycan Respublikasında 1992-ci

Milyard dollar
80
ildan 2008-ci ila qadar ÜDM-in 70
dayari tasvir edilmişdir. Qrafika 60
50
asasan hansı malumatları almaq
40
olar? Suallara cavab verin, naticani 30
neca alda etdiyinizi izah edin. 20
10
a) 2007-ci ilda ÜDM na qadar ol- 0

1993 1992
muşdur?
b) 2002-ci ilda olan ÜDM 1992-ci 9AKİL l
ildaki ÜDM-dan na qadar farqlanir?
c) 2006-cı ilda olan ÜDM 1995-ci ildaki ÜDM-dan na qadar çox olmuşdur?
6. Şakil 2-da gün
T, °C
arzinda havanın 11°
temperaturunun 10°
dayişmasi qrafiki 9°
8°
verilmişdir.
7°
Gün arzinda olan 6°
an yüksak tem- 5°
4°
peraturla an aşaǧı 3°
t, saat
temperaturun neça 0:00 3:00 6:00 9:00 12:00 15:00 18:00 21:00 0:00
daraca Selsi oldu- 9AKİL 2
ǧunu aydınlaşdırın.
7. Imtahan veran 50 talabanin topladıǧı ballar asasında malum olub ki, onların heç
biri 450-dan az bal toplamayıb. Bu malumatın cadvalini qurmaq üçün intervallar
aşaǧıdakı kimi seçilib: [450, 500), [500, 550),…, [650, 700]. 6gar 12 talabanin
balı [450, 500), 16 talabanin balı [500, 550) intervalına, 10 talabanin balı [550,
600) intervalına, 8 talabanin balı [600, 650) intervalına düşübsa, onda:
a) 500-dan az bal toplayan talabalar neça faizdir?
b) [500, 550) yarımintervalına düşan talabalar neça faizdir?
c) 550-dan az bal toplayan talabalar neça faizdir?
ç) 700-dan az bal toplayan talabalar neça faizdir?
saat
8. Şagirdin haftalik dars oxumaǧa sarf etdiyi 9
vaxt xatti diaqramla (şakil 3) verilmişdir.
6
mnun cüt günlarda darsa sarf etdiyi müddat
haftalik darsa sarf etdiyi müddatin hansı 3
hissasini taşkil edir? həftənin
günləri
0 1 2 3 4 5 6 7
9AKİL 3

203
 Dairavi diaqramın qurulması:
Hazırlıq marhalasi:
1. Verilanlarin cami tapılır.
2. Cama daxil olan har adadin camin hansı hissasini taşkil etdiyi müayyan edilir.
3. Har hissaya uyǧun markazi bucaq tayin edilir (bunun üçün 360°-ni hissa
göstaran adada vurun).
Qurma marhalasi:
1. Har hansı radiusa malik daira çakilir.
2. Markazi bucaqlar qurulur (transportirla).
3. Har markazi bucaǧa uyǧun sektor müxtalif ranglarla ranglanir.
4. 6lava olaraq har rangin naya uyǧun olduǧu qeyd edilir.

Nümunə
2011-ci ilda Azarbaycanın şahar va kand ahalisinin sayı cadvaldaki kimi verilmişdir:
Şahar ahalisi (nafar) Kand ahalisi (nafar)
4 mln. 990 min 4 mln. 316 min
Hazırlıq marhalasi:
1. Azarbaycan ahalisi (şahar va kand ahalisinin cami) 9 mln. 306 min nafar olmuşdur.
2. Şahar ahalisi: 4 mln. 990 min : 9 mln. 306 min  0,53;
Kand ahalisi: 4 mln. 316 min : 9 mln. 306 min  0,47.
3. Har hissaya uyǧun markazi bucaǧı tayin edak:
360 · 0,53  191° va 360 · 0,47 
169°
Qurma marhalasi: 169°
1. Har hansı radiusa malik daira çakin.
2. 191°-li va 169°-li markazi bucaqları qurun.
3. Har hissani ranglayin.

şəhər əhalisi şəhər əhalisi

kənd əhalisi kənd əhalisi
 9. Dünyadakı qitalarin sahasini dairavi diaqram şaklinda tasvir edin.
(Hesablamaları kalkulyatorla yerina yetirin.)
Qitanin adı Qitanin Hissa Faiz (%) Markazi bucaq
sahasi (mln. (daraca ila)
km2)
Avropa 11,5 11,5 : 150  0,07 0,07 · 100 = 7 360 · 0,07  28
Asiya 43,4 43,4 : 150  0,29 0,29 · 100 = 360 · 0,29 104
29
Afrika 30,3
Amerika 42
Avstraliya 8,7
Antarktida 14,1
Cami 150 1,00 100 360
10. 150 nafar arasında aparılan araşdırma işa götürma ila baǧlı müsahibada nami-
zadlarin an çox buraxdıqları ümumi sahvlari müayyan edib. Naticalar aşaǧıdakı
kimidir.
Sabab Faiz (%)
Firma haqqında malumatı olmaması 46
Karyera planları haqqında danışmaǧa hazır olmaması 22
Ruh yüksakliyinin olmaması 18
Göz alaqasinin çatışmazlıǧı 5
Savadlı danışıq qabiliyyatinin olmaması 3
Digar sabablar 6
a) Sütunlu va dairavi diaqram, qrafik qurun.
b) Bu malumatı an yaxşı tasvir edan diaqram hansıdır? Qrafik haqqında na deya
bilarsiniz?
11. Idaralarda istifada olunan kompüterlarin antivirus proqramının olub-olmaması
ila baǧlı sorǧu keçirilib. Aşaǧıda göstarilmiş cadvalda sorǧunun naticalari faizla
göstarilib:
Idaralarin antivirus proqramlarından istifada etmasi Faiz (%)
Bazi kompüterlarin bu proqram taminatı var. 12
Bütün kompüterlarin bu proqram taminatı var. 59
Galacak 12 ay arzinda nazarda tutulur. 20
Antivirus proqramlarına ehtiyac yoxdur. 9
a) Sütunlu va dairavi diaqram qurun.
b) Bu diaqramların hansı verilmiş malumatı daha dolǧun tasvir edir?
 5.19. Proqnozlaşdırma
Proqnoz – har hansı tadqiqat obyektinin galacak vaziyyati haqqında verilmiş
farziyyadir. Proqnozlaşdırma isa proqnozun elmi metodlar asasında emal edilmasi
prosesidir. Proqnozun 100% hayata keçacayini söylamak mümkün olmasa da,
proqnozlaşdırma insan faaliyyatinin planlaşdırılmasında mühüm marhala hesab
edilir. Proqnozlaşdırma asasında müxtalif müddatlari ahata edan proqramlar
(planlar) işlanib hazırlanır.
Çalışmalar
1. Aşaǧıdakı cadvalda 2011–2013-cü illarda bazi ölkalardan Türkiyaya gedan
adam- ların sayı verilmişdir. Cadvalda verilanlari sütunlu diaqramla tasvir edin.
illar 2011 2012 2013
Ölkalar
Yaponiya 150000 150000 200000
Azarbaycan 460000 420000 490000
ABŞ 680000 650000 640000
Diaqrama asasan hansı fikirlari söylamak va hansı proqnozları vermak olar?
2. Cadvalda iki avtomobil firmasının 1 il arzinda üç aylıq intervallarla satış cadvali
verilmişdir. Cadvala asasan xatti diaqram qurun.
Firmalar I firma II firma
Aylar
1-3 12 7
4-6 10 10
7-9 6 10
10-12 13 13
Diaqrama asasan hansı fikirlari söylamak va hansı proqnozları vermak olar?
3. Aşaǧıda Fatimanin (a) va Nazrinin (b) 1 günlük badan temperaturlarını göstaran
qrafiklar verilmişdir. Qrafiklara asasan bu xastalarin eyni saatda olan badan tem-
peraturlarını araşdırın va növbati saat üçün hansı proqnozları vermayin müm-
künlüyünü söylayin.
a) T° C b) T° C
°
38 40
°

°
37,5 °
39
°
37 38
°

°
36,5 °
37
°
36 36
°

0 7ºº11ºº15ºº19ºº23ºº3ºº saat 0 7ºº11ºº15ºº19ºº23ºº3ºº saat

 5.20. Nisbətən mürəkkəb hadisə
üçün əlverişli halların sayı
Har hansı bir hadisanin baş vermasi üçün mövcud alverişli halların araşdırıl-
masında müxtalif üsullardan istifada edilir. Bu üsulları tatbiq etmakla har hansı
halın nazardan qaçırılması aradan qaldırılmış olur. Masalan: bir neça raqamdan
ibarat adadi yazmaq üçün alverişli halları araşdırarkan cadval üsulundan istifada
edilir.
Nümunə
1) Yazılışında 3, 7 va 9 raqamlari iştirak edan bütün ikiraqamli adadlari yazın.
Halli: Talab olunan ikiraqamli adadlari yazmaq üçün aşaǧıdakı kimi cadval tartib edak:
2-ci raqam
1-ci raqam
3 7 9
3 33 37 39
7 73 77 79
9 93 97 99
Cadvaldan göründüyü kimi, alverişli halların sayı: n = 3·3 = 9-dur.
Nümunə
2) Seymurun 3 şalvarı va 5 köynayi var. m bu paltarları neça üsulla geyina bilar?
Halli: Seymur har şalvarı 5 köynakla geya bilar. Aşaǧıdakı cadvala asasan bütün
halların sayını müayyan edak:
Paltar I köynak II köynak III köynak IV köynak V köynak
I şalvar I-I I-II I-III I-IV I-V
II şalvar II-I II-II II-III II-IV II-V
III şalvar III-I III-II III-III III-IV III-V
Cadvaldan göründüyü kimi, alverişli halların sayı: n = 3·5 = 15-dir.
yerina yetirmak üçün har dafa cadval qurmaǧa ehtiyac yoxdur. Bunun üçün “vurma prinsipi”ndan istifada etm

Nümunə
3) A, B, C, D va E harflarindan ibarat ikiharfli kod yazın.
Halli: Kodun 1-ci harfi bu harflardan istanilan biri ola bilar: n = 5. Ikinci harf da
istanilan harf ola bilar, demali: m = 5 olar. mnda vurma üsuluna göra bu harflardan
düzaldilan ikiharfli kodu: n · m = 5 · 5 = 25 halda yazmaq olar.
6gar harflarin takrarlanmaması talab olunarsa, bu halların sayı 5 · 4 = 20 olar.
 Çalışmalar
1. Cadvallar üsulundan istifada etmakla verilmiş raqamlardan düzaldilmiş bütün
ikiraqamli adadlari yazın va sayını tapın:
a) 1, 4, 5; b) 2, 0, 7, 6; c) 0, 5, 7, 9.
2. mrxan va Sarxan akiz qardaşlardır. Samir onları ad günü münasibati ila tabrik
etmak üçün qardaşların har birina müxtalif rangli top hadiyya etmak istayir.
Maǧazada yalnız 3 rangda top vardır: aǧ, qara va xallı. Samir neça üsulla
qardaşlara 2 top ala bilar?
3. 7a sinfinin bazar ertasi üçün tartib olunacaq dars cadvalinda birinci darsa ya
Fizika, ya da Riyaziyyat fannini, ikinci darsa isa ya Azarbaycan dili, ya da
6dabiyyat fannini salmalı idilar. Cadvalin birinci va ikinci darsini bela tartib
etmak üçün neça variant (alverişli hal) mümkündür?
4. A şaharindan B şaharina getmak üçün avvalca çaya qadar gedib oradan çayın
digar sahilina keçmak lazımdır. Çaya qadar avtobusla, velosipedla, minik
avtomobili ila va ya piyada getmak olar. Çayı isa qayıqla, katerla va ya üzarak
keçmak olar. A şaharindan B şaharina getmak üçün neça üsul mövcuddur?
5. Ana ikimeyvali kompot hazırlamaq üçün 7 növ meyvani neça üsulla seça bilar?
6. Qutuda 8 müxtalif rangli tabaşir vardır. 6vvalca Rana, sonra isa Seymur bu
qutudakı tabaşirlardan birini götürür. Bela seçilan iki tabaşir üçün neça alverişli
seçim halı olduǧunu müayyan edin.
7. 1, 2, 3, 4, 5 va 6 raqamlarindan ikiraqamli adadlar düzaldilmişdir. 6gar adadin
yazılışında raqamlar: a) takrarlanarsa, b) takrarlanmazsa, bela ikiraqamli
adadlarin tartibinda neça alverişli hal olduǧunu müayyan edin. Har bir halın baş
vermasi hadisasinin ehtimalını tapın.
8. a) 6nvar, Sahib, Ceyhun va Elgiz şahmat oynayırlar. Har oyunçunun digari ila
yalnız bir oyun oynadıǧı malumdursa, neça partiya oyun taşkil olunmuşdur?
b) myundan sonra 6nvar, Sahib, Ceyhun va Elgiz bir-birina öz şakillarini baǧışladılar.
Dostlar bir-birina cami
neça şakil baǧışladılar?
DFRF YEM6KL6R QFRF YEM6KL6R
9. Menyuda duru va quru ye-
maklarin siyahısı verilmiş- M
1. Borş – 3 M
1. Kotlet – 3
dir. Nahar üçün menyudakı M
2. Düşbara – 2 2. Toyuq – 3M
yemaklari neça üsulla seça M
3. Şorba – 1,5 3. Qızartma – 2 M
bilarsiniz? (bir isti va bir
soyuq yemak seçmakla)
 6lverişli halların sayını qrafların kömayi ila da daha asanlıqla müayyan etmak
olar. Qraf nöqtalardan (tapalar) va bu nöqtalari birlaşdiran parçalardan (tillar)
ibarat handasi fiqurdur. Tapalarda masalanin şartinda verilmiş elementlar yerlaş-
dirilir, tillar isa bu elementlar arasındakı alaqani göstarir.
Nümunə
0, 1 va 2 raqamlarindan dü- II rəqəm 100
zaldilmiş bütün üçraqamli 0 101
I rəqəm 1 102
adad- lari yazın. 2 110
Halli: Üçraqamli adadin bi- I rəqəm 0 0
111
1 1 1
rinci raqami ya 1, ya da 2 ola 2 112
2 Ü
bilar. Ikinci va üçüncü raqam- 0 120 çr
lar isa istanilan üç raqamdan 1 121 əq
2 122 ə
biri ola bilar. mnda qraf saǧ- 200
0 ml
dakı formada olacaq. 1 201 i
Qrafdan aydın görünür ki, 0, 2 202 əd
0 0 210
1 va 2 raqamlarindan taşkil 2 əd
1 1 211
olunan 18 sayda üçraqamli 2 2 212
adad var. 0 220
1 221
10. Beş dost rastlaşır va bir- 2 222
birinin alini sıxaraq salamlaşırlar. Qrafla tasvir edarak neça alsıxma hadisasinin
olduǧunu müayyan edin.
11. Iş görüşmasindan sonra har iş adamı özünün vizit kartını digarlarina verdi. 6gar
görüşda: a) 3 nafar; b) 4 nafar; c) 5 nafar iştirak edirdisa, cami neça vizit kartı
paylandıǧını müayyan edin.
12. Kafenin menyusunda iki növ birinci yemak: borş va şorba; üç növ ikinci
yemak: balıq, plov va toyuq; iki növ içki: kompot va çay olduǧu malumdur. Üç
çeşiddan ibarat (bir birinci yemak, bir ikinci yemak va bir içki) şam yemayini
neça üsulla seça bilarsiniz?
13. Gülay beşraqamli telefon nömrasinin 2-ci va 5-ci raqamini unudub, lakin
raqam- larin cüt olduǧunu xatırlayır. m an çox neça üsulla hamin nömranin
unudulmuş raqamlarini müayyan eda bilar? 6gar raqamlarin cüt olduǧunu
xatırlamasa, an çox neça hala baxmalıdır?
14. a) 1, 2, 4; b) 0, 2, 5, 8 raqamlarindan taşkil olunmuş neça müxtalif üçraqamli
adad yazmaq mümkündür?
1) har raqamdan bir dafa istifada etmakla; 2) raqamlar takrarlanmaqla.
 5.21. Hadisənin ehtimalı
Fəaliyyət
yuxarı tarafa düşan üzünün hansı xal olduǧunu zara baxmadan söylaya bilarsinizmi? Aşaǧıda verilmiş hadisa

ümkün hadisadirmi? Yuxarı üza

4” xalının düşmasi hadisasi haqqında na deya bilarsiniz? mnlar eyni imkanlı hadisalardirmi? Bas “0” xalının düşma
da neça mümkün hal baş vera bilar? Yuxarı üza “5” xalının düşmasi üçün neça alverişli hal var?
adisasinin alverişli hallar sayının mümkün hallar sayına nisbatini müayyan edin. Bu kasr nayi bildirir? Cavabını

atılması tacrüba, onun har hansı üzünün düşmasi isa elemen- tar hadisadir.
”, bazan isa “eyniimkanlıdir” söylamakla onların baş vermasi ehtimallarını müqayisa etmak bir qadar çatindir.
asinin ehtimalı P(A) (va ya P hadisanin adı va ya işarasi, masalan: Pyaǧış yaǧma hadisasi ) şaklinda yazılır.

Phadisanin ehtimalı = hadisanin

hadisanin baş vermasinin alverişli hallar sayı
baş vermasinin mümkün hallar sayı
A hadisanin baş vermasi üçün alverişli hallar sayını n(A) ila, mümkün (eyni
imkanlı) hallar sayını n ila işara edak: PA  n A
n = n  1. Mümkün
Yaqin (mütlaq baş veran) hadisanin ehtimalı 1-dir: P yaqin
= 0  0. n
olmayan hadisanin ehtimalı 0-dır: Pmümkün olmayan
n
Nümunə
20 qapiklik pulun bir dafa atılmasından ibarat aparılan sınaqda düşan üzün
raqam va ya xarita olması ehtimalını tapın.
Halli: Qapik pulu atarkan raqam üzünün va ya xarita üzünün
düşmasi hadisasi yaqin hadisadir. Raqam üzün va ya xarita
üzün düşmasi hadisalari isa eyniehtimallı olduǧuna göra:
Praqam= 1
= .
xarita
P 2
Nümunə
myun zarinin bir dafa atılmasından ibarat sınaqda yuxarı üza düşan xalın
4 olması ehtimalını tapın.
Halli: myun zarini atarkan baş veran elementar hadisa yuxarı üza: 1, 2, 3, 4, 5 va 6
xallarından birinin düşmasidir. Bütün bu hallar eyniehtimallıdır va onların har
hansı ikisi eyni zamanda baş vera bilmaz, demali, – yaqin hadisanin ehtimalı
(1) onlar arasında barabar bölünür. Belalikla, bu hadisalarin har birinin
1 1
başverma ehtimalı: -dir. P = -dir.
4 xalının düşmasi
6 6
Çalışmalar
1. Verilmiş hadisalarin yaqin va ya mümkün olmayan hadisa olduǧunu müayyan
edarak ehtimalını tapın:
a) riyaziyyatdan keçirilacak növbati kiçik summativ qiymatlandirmada bütün
sinif şagirdlarinin “ala” qiymat alması hadisasi;
b) sabahkı darslarin hamısının ekskursiya ila avaz edilmasi hadisasi;
c) ilin sonuncu faslinin qış olması hadisasi.
Yaqin va mümkün olmayan hadisalara nümuna göstarin.
2. myun zarini bir dafa atdıqda yuxarı üza düşan xalın cüt olması ehtimalını tapın.
3. myun zarini üç dafa atdıqda har dafa 1 xalının düşmasi ehtimalını müayyan
edin.
4. Boşqabda 5 şakarbura, 7 paxlava va 4 kata var. Röya onlardan birini götürdü.
mnun paxlava seçmasi ehtimalı neçadir? Bas kata götürmasi ehtimalı?
5. Nananin fincanlarının 5-i qırmızı rangli naxışla, 12-si isa yaşıl rangli naxışla
baza- dilib. Nana fincanların birina çay süzdü. Bu fincanın yaşıl rangli naxışla
bazadil- miş olması hadisasinin ehtimalını müayyan edin.
6. Anar fikrinda har hansı ikiraqamli adad tutmuşdur. Aşaǧıdakı hadisalarin eh-
timalını müayyan edin:
a) adadin 3 raqami ila qurtarması hadisasi;
b) adadin raqamlarinin eyni olması hadisasi;
c) adadin raqamlarinin caminin 5 olması hadisasi;
 ç) adadin 6-nın bölünani olması hadisasi;
d) sonuncu raqamin 7 olması hadisasi;
e) onluq martabadaki raqamla taklik martabadaki raqamin farqinin 2 olması
hadisasi.
7. Nard oyununda iki zar atılır va yuxarı üza düşan xallar cam-
lanir. myunçu nard daşını alınan adad qadar harakat etdirir.
Rahibin mars olmaması üçün cami 10 olan xallara ehtiyacı
var. Sizca, cami 10 olan xalların düşmasi ehtimalı neçadir?
Bas bu xalların 6-6 olması ehtimalı neça olar?
8. Ilk 100 natural adadin içarisindan har hansı bir adad seçin. Bu adadin:
a) 10-a bölünan olması hadisasinin;
b) 5-a bölünan olması hadisasinin;
c) 12-ya bölündükda qalıqda 5 alınması hadisasinin;
ç) raqamlarinin caminin 7 olması hadisanin ehtimalını müayyan edin.
9. Praktik iş. Parta yoldaşınızla birlikda iki zarin atılmasından ibarat sınaq aparın.
a) har biriniz iki zari 36 dafa atın. Har atılmadan sonra har kas aldıǧı naticani
nümunada göstarildiyi kimi yazsın.
Sınaǧın ¼-si 1-ci şagird 2-ci şagird
1 3–6 2–1
2
3
...
36
b) har şagird düşan eyni cütlarin sayının aparılan sınaqların sayına nisbatini tapır:
eyni cütlarin sayı
36 (◆)
10 5
(masalan, ikinci şagirdda 2-1 cütü 10 dafa düşarsa,  ).
Aşaǧıdakılara dair fikir bildirin: 36 18
● Har alınan cüt üçün (◆) kasrinin naticasini parta yoldaşınızın aldıǧı natica ila
müqayisa edin;
1 1
● Aldıǧınız naticani kasri ila müqayisa edin. 6gar -dan farqli natica
6 6
aldınızsa, bunun sababini izah eda bilarsinizmi?
● Bütün sinfin har hansı cüt üçün aldıǧı naticalarin caminin bütün sınaqların
sayına nisbatini (masalan, sinifda 12 şagird varsa, har birinin 2-1 cütünün
1
düşmasi hadisalarinin sayının 12·36 hasilina nisbati) tapın. Bu naticani ila
müqayisa edin. 6
 Tənliklər sistemi. Üçbucağın tərəfləri və bucaqları. Statistika və ehtimal

5.22. Ehtimalların cəmi

Eyni zamanda baş vermayan hadisalara uyuşmayan hadisalar deyilir.

Uyuşmayan A va B hadisalarinin caminin baş vermasi ehtimalı A hadisasinin
baş vermasi ehtimalı ila B hadisasinin baş vermasi ehtimalının camina barabardir:
P(A+B) = P(A) + P(B)

Nümunə
myun zarinin bir dafa atılmasından ibarat sınaq zamanı yuxarı üza düşan xalın
5 va ya 2 olması ehtimalını tapın.
Halli: Zar bir dafa atılarkan yuxarı üza düşan altı eyniimkanlı xal olduǧunu bilirik.
Bizi maraqlandıran hadisalar yuxarı üza düşan xalın 2 va ya 5 olması hadisasidir.
Yuxarı üza düşan xalın 2 olması hadisasini A ila, 5 olması hadisasini B ila işara
edak.
1 1 1 1 2 1 1
mnda P  A   va P  B   -dir. Demali, P  A + B     . Cavab: .
6 6 6 6 6 3 3
Çalışmalar
1. Zari bir dafa atdıqda yuxarı üza düşan xalın:
a) 2-dan böyük olması hadisasinin ehtimalını;
b) 5-dan kiçik olması hadisasinin ehtimalını;
c) tak adad olması ehtimalını müayyan edin.
2. Iki qapiyin (20 qapiklik) eyni zamanda bir dafa atılmasından ibarat sınaqda qapi-
yin, heç olmazsa, birinda xarita şakli olan üzün düşmasi hadisasinin ehtimalını
hesablayarkan Faiq fikrini bela asaslandırdı: “Heç olmazsa, bir qapikda xarita
şakli olan üzün düşmasi üçün iki imkan var: ya birinci qapikda xarita şakli olan
üz düşmalidir, ya da ikinci qapikda. Ham birinci, ham da ikinci qapikda xarita
şakli 1 1 1
olan üzün düşmasi hadisasinin ehtimalı -dir.   1. Demali, heç olmazsa,
2 2 2
bir qapikda xarita şakli olan üzün düşmasi hadisasi yaqin hadisadir”.
a) Faiq fikrini asaslandırarkan harada sahva yol vermişdir?
b) 6slinda, Faiq fikrini neca asaslandırmalı idi? Verilmiş sınaqda qapiyin birinda
xarita şakli olan üzün düşmasi hadisasinin ehtimalı neça olar?
3. 200 lotereya biletinin ikisinda 100 manatlıq, beşinda 50 manatlıq, yeddisinda
20 manatlıq uduş olduǧu malumdur. Elsevarin aldıǧı bir biletda:
a) 100 manat udması hadisasinin ehtimalını;
b) 50 va ya 20 manat udması hadisasinin ehtimalını;
c) biletin uduşlu olması hadisasinin ehtimalını;
213
ç) biletin uduşsuz olması hadisasinin ehtimalını müayyan edin.

214
4. Torbada 10 qırmızı, 5 yaşıl, 25 sarı va 20 aǧ küracik var. Torbadan tasadüfan
çıxa- rılan bir küraciyin rangli olması ehtimalını tapın.
5. Atıcı üç hissaya bölünmüş hadafi nişan alır. mxun birinci hissaya dayma ehtimalı
0,35, ikinci hissaya dayma ehtimalı isa 0,45-dir. Atıcının atdıǧı ilk oxun ya
birinci, ya da ikinci hissaya dayma ehtimalını müayyan edin.
6. Praktik iş. Aşaǧıda verilmiş cadvali A3 formatlı kaǧızda
(va ya lövhada) çakarak yazı lövhasindan asın. Sinifda
olan har bir şagird 20 qapiklik pulu 10 dafa ataraq sınaq
aparsın. Aldıǧınız naticalari, aşaǧıdakı verilmiş nümunada
olduǧu kimi, siza maxsus sütunda yazaraq cadvali
tamamlayın:
Şagird I II III IV V VI VII VIII IX X Cami
Raqam olan üzün
4
düşmasi (sayı)
Xarita şakli olan üzün
6
düşmasi (sayı)
Har şagirdin aldıǧı naticanin ehtimalı
Raqam olan üzün
2
düşmasi hadisasinin
ehtimalı 5
Xarita şakli olan üzün
3
düşmasi hadisasinin
ehtimalı 5

Cadvala asasan növbati sualları araşdırın:

a) Har
1 şagirdin apardıǧı 1sınaqda raqam olan üzün düşmasi hadisasinin ehtimalını
-la müqayisa edin. -dan farqli alınan naticalarin na üçün bela olması
2 2
sababini izah edin.
b) Şagirdlarin apardıǧı sınaqların naticalarini toplayaraq raqam olan üzün
düşmasi hadisasinin ehtimalını va xarita şakli olan üzün düşmasi hadisasinin
ehtimalını müayyan edin. Bu ehtimallarla har şagirdin aldıǧı ehtimalları
araşdırın. mnlar-
1
dan hansı -a daha yaxındır?
2
c) Qapiyin atılması ila aparılan sınaqda xarita şakli olan üzün düşmasi hadisasinin
1
ehtimalının olması aparılan 10 sınaqdan 5-nin mütlaq xarita şakli olan üzün
2
düşmasi demakdirmi? Fikrinizi asaslandırın.
 Tənliklər sistemi. Üçbucağın tərəfləri və bucaqları. Statistika və ehtimal

Özünüzü yoxlayın
1. x-in hansı qiymatinda y(x) = 3 – 4x2
funksiyasının qiymati –13-a barabar olar? 9. Verilmiş tanliklar sistemini qrafik
üsulla hall edin:
2. y = 3x – 4 funksiyasının qrafikini
qurun.
⎧⎨x  y  6, ⎧⎨2x  y  3,
a) ⎩ 3x  y  b) ⎩ 3y  5x 
3. y = kx + b funksiyasının verilmiş qra- 2; 2.
fikina asasan k amsalının işarasini 10. a-nın hansı qiymatlarinda
müayyan edin: ⎧ax  3y  0, 5
⎨ tanliklar sisteminin
a) y b) y ⎩ 2x  4 y  0,
25
0 x 0x a) kökü yoxdur, b) yegana kökü var,
c) sonsuz sayda kökü var?
11. Üçbucaǧın xarici bucaǧı 120°-dir.
4. y = kx + 3 funksiyasının qrafiki: mnunla qonşu olmayan daxili bucaq-
⎛1 ⎞
a) A(2; 5); b) M ; 3 ların nisbati 10:14 kimidir. Üçbu-
nöqtasindan
⎜2 ⎟ caǧın bucaqlarını müayyan edin.
⎝ ⎠
keçir. k-nın qiymatini tapın. 12. Tanliklar sistemini avazetma va top-
⎛
5. 3y = kx funksiyasının qrafiki B  lama üsulu ila hall edin:
⎞
⎜⎝ ;5⎟ ⎧5x  3y  ⎧ y  8x  22
⎨
4 ⎠ 14
⎨ b) 9 y  4x  30
a) 57x  4 y 
nöqtasindan keçir. k-nın qiymatini ⎩ ⎩
müayyan edin va alınmış funksiyanın 13. ABC üçbucaǧında AB = 7 sm, AC
qrafikini qurun. = 90 mm, BC = 0,036 m olarsa,
6. Verilmiş funksiyalardan qrafiklari bucaqların adını daraca qiymatlarinin
paralel va ya kasişan olanları göstarin: azalma sırasına göra yazın.
1 14. Müallim pargar, xatkeş va transportiri
y = 3x – 7; y   3x; y  7  2x neça üsulla iki şagirda vera bilar?
2 4
; 15. Beş gün yolda olan turistlarin harakat
5  3x 3x 
y ; y = 7x – 4; y  cadvali aşaǧıdakı kimi verilmişdir.
35
;
2 5 gün I II III IV V
6 14x 3
y ; y   7x. km 10 20 30 35 32
2 8 Cadvala uyǧun qrafik qurun.
7. a) Farengeyta çevirin: 55°C, 12°C, 93°C, 61°C.
 b) Selsiya çevirin: 125°F, 42°F, 16. Iki sabatda 25 kq alma vardı. Birinci
35°F, 112°F. sabatdan 3,5 kq alma götürülarsa,
8. 5x – 6y = 7 tanliyinin qrafiki A(– a; ikinci sabatda birincidan 5 kq çox
3a) nöqtasindan keçir. x va y-in alma olar. 6vval har sabatda neça
qiymatini tayin edin. kiloqram alma vardı?
17. Şagird fikrinda eyni raqamla
yazılmış har hansı ikiraqamli adad
tutdu. Bu adadin tak olması
ehtimalını tapın.
 Araşdırma məsələləri

Araşdırma məsələləri

1. Içarisinda 100 l şira olan çallakdan 10 l şira götürülüb avazina 10 l su alava

edildi. Alınan mahlul qarışdırılaraq, ondan yena da 10 l götürülüb avazina 10 l
su alava edildi va bu amaliyyat bir neça dafa takrarlandı. Sonda tarkibinda 72,9 l
şira olan mahlul alda etmak mümkündürmü?
2. a) n-in hansı an böyük natural qiymatinda 10! adadi nn adadina bölünar? Burada
10! = 12345678910.
b) n-in hansı an kiçik natural qiymatinda 10! adadi nn adadina bölünmaz?
1 1
3. Surati 1 olan adi kasrlari alikvot kasrlar adlandırırlar. Masalan, 2 ; 5 va s.
1 1
; kasrlarinin har birini toplananların yerdayişmasi daqiqliyi ila neça
a) 6 25
müxtalif üsulla maxraclari müxtalif olan iki alikvot kasrin cami şaklinda göstar-
mak olar?
b) Alikvot kasrin toplananların yerdayişmasi daqiqliyi ila, iki alikvot kasrin cami
şaklinda göstarmak üçün üsul müayyan edin. Iki hala baxın: 1) kasrin maxraci
sada adaddir; 2) kasrin maxraci mürakkab adaddir.
1 1 1
c) m tak, n isa cüt natural adad olduqda,   şartini ödayan bütün m va n

natural adadlarini tapın. m n 12

4. Müallim istayir ki, şagirdlari “.birga tapşırıq yerina yetirmaya aid” bir neça ma-
sala tartib etsinlar. Masalanin şartinda nazara alınmalıdır ki: “Birinci briqada har
hansı tapşırıǧı a güna, ikinci briqada isa b güna yerina yetirir. Briqadalar birga
işlamakla bu tapşırıǧı neça güna yerina yetira bilar?” Hamçinin müallim istayir
ki, masalanin cavabı har bir halda “24 gün” alınsın. a > b şarti daxilinda neça
müxtalif variant tartib etmak mümkündür?
5. Situasiya masalasi:
a) Iki oǧlan dama oynayır. myun başladıqdan bir müddat
sonra dama lövhasi üzarinda qara rangli boş xanaların
sayı daşlar olan xanaların sayından 3 dafa çox, oǧlanların
birinda isa digarindan 2 daş çox oldu. Lövhada har oǧla-
nın neça daşı qalmışdır?
b) Qız gün arzinda 3 arşın parça toxuyaraq 4 gün tak işladi. Sonra ana da qızına
qoşularaq gün arzinda 5 arşın parça toxudu. mnların parçaları eyni uzunluqda ol-
duqda işlarini saxladılar. Ana va qız birlikda neça arşın parça toxudular?

216
 Araşdırma məsələləri
c) Ana bütün uşaqlara eyni sayda qoz verdi. mnlardan dörd nafari har biri 12
qoz yedi va bu zaman hamin dörd nafarda birlikda ananın har uşaǧa verdiyi qa-
dar qoz qaldı. Ana har uşaǧa neça qoz vermişdi?
6. Alış-veriş üçün dükana gedan adam özü ila 10 manat pul götürdü. mnun alış-
verişdan sonra qalan pulun dördda biri qadar da alava pulu olsaydı, 75 qa- piyi
qalmış olardı. Adamın alış-verişdan sonra na qadar pulu qaldı?
7. Üç qardaşdanpbirinci qardaş a manat pulu illika p% artımla, ikinci qardaş 2a ma-
nat pulu illik % artımla, üçüncü qardaş isa manat pulu illik 2p% artımla
2 2
galir veran banka qoydu. Göstarin ki, har üç qardaş bir ildan sonra eyni galir
alda edar.
8. Sahibkar maşhur bir firmanın har birinin qiymati 100 manat olan 200 sahmini
aldı. Har sahmin qiymati p% bahalaşdıqda o, sahmlarin yarısını satdı. Har sah-
min qiymati yenidan q% artdıqda sahibkar sahmlarin qalan yarısını da satdı.
Bütün sahmlarin satışından sahibkarın alda etdiyi galiri hesablayın.
9. Qadim masala: Baǧban üç oǧluna 100 limon verdi va dedi ki, onlar limonları
eyni qiymata satsınlar. Eva qayıdarkan oǧlanlardan biri satışdan alınan 1 manat
80 qapiyi va qalan 4 limonu, ikinci oǧlu 1 manat 60 qapiyi va qalan 3 limonu,
üçüncü oǧlu isa 1 manat 20 qapiyi va qalan 1 limonu baǧbana verdi. Baǧban har
oǧluna neça limon vermişdir?
10. a) 6gar verilmiş ikiraqamli natural adadin saǧına va ya soluna 2 yazılsa, onda
alınan üçraqamli adadlar barabar olar. Ikiraqamli adadi tapın.
b) 6gar verilmiş beşraqamli natural adadin saǧına 2 yazsaq va alınan adadi ve-
rilmiş beşraqamli adadin soluna 2 yazmaqla alınan adada bölsak, qismatda
3 alınar. Bu beşraqamli adadi tapın.
11. Situasiya masalasi: MAİ9AT tullantıları
6traf mühitin çirklanmasinin qarşısını almaq maqsadila şagird bazi tullantıların
çürümasi haqqında malumat toplayaraq cadvaldaki kimi yazır:
Tullantının növü Çürüma müddati
Banan qabıǧı 1 – 3 il
Portaǧal qabıǧı 1 – 3 il
Karton qutular 0,5 il
Saqqız 20 – 25 il
Qazet Bir neça gün
Polistren qab 100 ildan çox
1. Şagird bu cadvalda verilanlari sütunlu diaqram şaklinda vermak istadi. Sizca,
sütunlu diaqram bu malumatı tasvir etmak üçün alverişlidirmi? Fikrinizi izah
edin.
2. Malumatı tasvir etmak üçün hansı diaqramdan istifada edardiniz?